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Job Description FIND YOUR FIRE! Sally's Apizza, renowned for its New Haven Style Apizza since 1938, is expanding our locations and corporate team nationwide! Famous for our distinctive tomato sauce and chewy, crispy crust with an iconic oven-kissed char, Sally’s draws pizza fans from around the world. We hand-craft authentic pizza in custom-designed ovens, using the original recipes. With a commitment to sharing exceptional pizza with all, we're on a mission to spread our passion far and wide. With Sally's growth, comes new opportunities from management to corporate roles. We offer coaching, training, and promotion within giving you a path to pursue your future career goals. DESCRIPTION As a member of the management team, the Kitchen Manager will conduct the day-to-day restaurant operations according to company standards and policies. Working under the General Manager, the Kitchen Manager will assist the management and development of new concepts, create standardized recipes, keep food costs at a minimum, and at the same time, initiate and sustain an ongoing presence in our brand. The Kitchen Manager will maintain internal controls and ensure quality, consistency, and hygiene for the restaurant's products and equipment. The Kitchen Manager allocates resources, executes controls, trains, and develops kitchen staff, systemizes daily functioning and food service, and maintains efficient Kitchen Operations. Reports to the General Manager. Directly oversees the Sous Chef. • As a kitchen supervisor, you will manage all activities in the kitchen., • Be a teacher and mentor to all back-of-house employees., • At times, collaborate with the Culinary Operations Manager to develop new recipes, dishes, and procedures., • Train kitchen personnel in best practices for cleanliness and sanitation., • Control food costs to budgeted levels., • Conduct daily shift line checks, ensuring that prepped food is up to company standards., • Supervise and inspect all prep procedures ensuring company recipes are adhered to., • Maintain a clean and safe environment, instructing staff in proper food preparation, food storage, and use of kitchen equipment., • Ensure that food service products, presentation, and plating are of the highest quality, and are prepared in a timely manner., • Be responsible for food quality, food service, and presentation while adhering to recipes and standard operating procedures., • Be responsible for placing food orders and conducting end-of-period food inventory., • Monitor refrigeration and storage operations through proper product rotation to eliminate spoilage., • Recognize and cultivate future culinary leaders from within the back-of-house ranks., • Be scheduled to open the restaurant 2-3 days per week as the manager on duty., • Effectively communicate with other managers and line staff in a fast-paced restaurant environment., • Possess the ability to take direction and feedback, using it to improve future performance. SALARY & BENEFITS • Starting at $70,000 annually depending on experience, plus bonus, • Health Insurance, • Dental Insurance, • Vision insurance, • Short-term Disability, • Long-Term Disability, • Group Life, • Sick Time & Vacation Time or Paid time off REQUIREMENTS OF THE KITCHEN MANAGER • Technical: Thorough knowledge of Food Safety systems and procedures; excellent food prep & knife skills, strong Computer Skills (Microsoft Office, Brink POS preferred); and the ability to conduct theoretical food, purchasing, and labor costing and analysis, • Language: English, Basic Spanish (preferred but not required), • Experience, • High school or GED equivalent, • Formal culinary training or associate degree in culinary arts (preferred but not required), • Minimum 2-3 years in a leadership role within a full-service restaurant kitchen, • Certifications: ServeSafe Certified, • Work Environment: This hands-on position requires 90% of the work week to be spent actively engaged in running culinary operations. You must be able to work on your feet for up to 10 hours at a time and lift at least 50 lbs. You must be able to travel within your region., • Details: Full Time, In-Person, Day, Evening & Weekend availability ROLE COMPETENCIES • Attention To Detail: Taking responsibility for a thorough and detailed method of working., • Functional Expertise and Usage: Possess the situational awareness to recognize problems and find creative solutions to those problems, • Organizational Awareness: Having and using knowledge of systems, situations, procedures, and culture inside the organization to identify potential problems and opportunities, perceiving the impact and the implications of decisions on other components of the organization., • Oral Communication: Shaping and effectively expressing ideas and information., • Financial Awareness: The ability to read and understand a profit and loss statement., • Integrity: Upholding generally accepted social and ethical standards in job-related activities and behaviors. SALLY’S CORE VALUES Obsession for Apizza: True passion for the uncompromised quality and tradition of New Haven Apizza. Strive for excellence and bring your personal best to work every day. Commitment to Our Guests: Demonstrate warmth and care while creating memorable moments of hospitality for all guests. Strength of Character: Take pride in your job and use your best judgment to do what is right and fair even when no one else is looking. Actively seek to build trust with colleagues and guests. We Are Hungry: We are a teaching company filled with people who are hungry for knowledge and growth. Our hunger is insatiable, and we crave honest feedback to strengthen our skills and hold each other accountable. IND160 Powered by JazzHR js3lfrHkdw

Job DescriptionSalary: What is Boston Prep? Boston Prep is a college-preparatory charter public district, made up of a single-site middle and high school. In 2023-2024, our community will include 700 students in grades 6-12, nearly 500 alumni, over 150 faculty members, and hundreds of families. The majority of our students and families reside in Dorchester, Roxbury, Mattapan, and Hyde Park. As a charter public school, we welcome all students via an impartial public lottery, and hold the same high expectations and ambitions for all of our students, including those with special needs and English language learners. What Do We Believe? At Boston Prep, our mission is to prepare students to succeed in a four-year college and embody, in thought and action, lifelong ethical growth. We foster an environment structured around accelerating academic growth, as demonstrated by our extended school day and school year. We believe that to do this work effectively, relationships are the heart of our community and an understanding of anti-racism is critical in serving our community effectively. To achieve our ambitious goals, our approach includes six essential beliefs that we believe leads to our success: • We have an exceptional adult team; we are One Team., • We hold high expectations for all students., • We foster ethical growth, inside and outside of the classroom., • We have an invested, passionate student culture, balanced by structure and joy., • We offer a range of support, academic, social, and emotional, to all students. Our mission guides Boston Prep and our values guide how we work together as a One Team. Our values hold us accountable to ourselves, to one another, to our students, and to our families. They remind us of how we strive to do the work of our achieving mission together, united as a One Team. Our One Teams values: • We are mission driven., • Everyone is here for the same reasons., • Organizational changes are required to achieve the mission., • We believe all of us, in every step of our journey, have room to improve. At Boston Prep, we believe that every teacher has the power to make a difference in the lives of our students. We are committed to creating a culture of inclusion and belonging where all students feel seen, heard, and valued. As a teacher with us, you will have the opportunity to inspire and empower the next generation, while also making a meaningful impact on your own career. You embody the mindset that kids do well if we believe they can. We recognize that representation matters, and we strive to ensure that our students see themselves reflected in their teachers and leaders. We believe that a team of diverse leaders and teaching staff enhances our students' educational experience and fosters a deeper sense of belonging. As a teacher at Boston Prep, you will have the opportunity to work alongside a team of passionate educators who are committed to creating a supportive and inclusive learning environment. We are committed to providing our teachers with the coaching and resources they need to thrive. We offer ongoing professional development opportunities and a supportive work environment where your contributions are valued and recognized. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. As a High School Paraprofessional... You believe in creating an educational experience where students are able to see themselves reflected in the content of your class. As a member of the Middle School team, you are responsible for the following: Key Responsibilities of the Role: Teaching Support and Services • Provide support to individual student(s) with learning, behavior, and health needs in a variety of settings (push in, pull out, inclusion, sub-separate, 1:1, as needed), • Meet regularly with fellow special educators, content teachers, paraprofessionals and related service providers to collaborate care for students and to provide coaching and support, • Collaborate with the grade level teams to ensure students are successful within the school setting, • Ensure all students with disabilities in an inclusion and sub-separate setting are succeeding academically and behaviorally, • Communicate the philosophy that all students, regardless of disability should be given the opportunity to succeed at the same level as their peers and should be fully expected to do so, • Communicating frequently with students, families, and school leaders around academic and behavioral progress, • Partnering with team members, students and families, to actively uproot racism and inequality in our community, • Modeling empathy, embodying the mindset that kids do well if they can, • Upholding school and grade level systems and structures with fidelity, • Actively engaging in ones learning; seeking and acting on feedback regularly, • Actively pursuing professional development, inside and outside of the school, • Collaborating with other teachers and school leaders to advance the schools mission Qualifications: • Familiarity with high school academic content and skills as well as behavioral needs, • Experience working with students with complex profiles, • Two years or more of college experience (a plus) Compensation: Salary range for this role is $48,192-$53,210 For more information, please visit our website at . One Mission. One Team. One School. We are Boston Prep. | Facebook | Twitter | Instagram | LinkedIn | YouTube At Boston Preparatory School we acknowledge barriers to opportunities that exist within the job seeking market. Many potential candidates shy away from applying due to lack of confidence in their skills and imposter syndrome. As we do our part to dismantle these barriers within our own recruitment processes, we encourage candidates from all walks of life, especially those from marginalized backgrounds, to apply and make positive change within the lives of our students.

Job DescriptionAbout MVRCS Founded in 1998, Mystic Valley Regional Charter School (MVRCS) in Malden, MA serves more than 1,750 students in Kindergarten through Grade 12. At MVRCS, great teaching, carefully selected curricula delivered with fidelity, high expectations, and traditional pedagogy form the foundation of student success. Each year, Mystic Valley ranks among the top public schools in Massachusetts, New England, and across the nation. Graduates consistently excel at the post-secondary level, a testament to the rigorous preparation they receive throughout their time at Mystic Valley. Students in Grades K–12 attend school in dress code for 200 instructional days, with a daily schedule that is 60 minutes longer than most traditional public schools. These factors, combined with high standards and a culture of excellence, enable MVRCS to fulfill its mission of providing students with the opportunity to achieve a world-class education. About Rosetta Stone Rosetta Stone empowers students to confidently read, write, and speak new languages. Its innovative platform accelerates language acquisition and retention for all learners, whether they are English language learners or studying a foreign language. Using a structured immersion approach, Rosetta Stone introduces skills at a natural pace and provides opportunities to practice key words and phrases in multiple contexts. From day one, students begin speaking their new language by engaging with real-world images and audio from native speakers. Lessons are scaffolded to steadily build proficiency across listening, speaking, pronunciation, reading, grammar, vocabulary, writing, and review. By learning through context, rather than direct translation, students develop a deeper, longer-lasting understanding of the language. With consistent speaking practice and instant feedback, they gain confidence and fluency in a safe learning environment that prepares them for real-world communication. Job Description & Responsibilities * Implement designated curricula using the Rosetta Stone program. * Enforce procedures for the use of equipment, software, hardware, and peripherals. * Troubleshoot and resolve basic computer issues; perform minor maintenance and repairs. * Maintain daily classroom structure, routines, and schedules. * Support positive classroom behavior, using the 4:1 ratio of positive reinforcement. * Document lessons and student progress daily; submit weekly updates to the Professional Development Coordinator (PDC). * Report weekly on Core Knowledge lesson successes and challenges. * Actively participate in professional development trainings. * Attend weekly grade-level meetings, Teacher Assistance Team (TAT) meetings, bi-monthly staff meetings, and IEP meetings as required. * Prepare and distribute progress reports and report cards (four per year). * Conduct four parent-teacher conferences annually (two per semester). * Participate in school events such as Back to School Night, Open Houses, Holiday Performances, and the Senior Luncheon. * Fulfill assigned duties (morning, lunch/recess, and dismissal). * Adhere to all school policies, procedures, and schedules as directed by the Lead Teacher. Requirements * Bachelor’s degree required. * Strong communication skills, both written and oral; bilingual in English and Spanish preferred. * Ability to define problems, collect and analyze data, and draw valid conclusions. * Knowledge of school requirements, state and federal laws, and MVRCS policies. * Strong collaborative, teaching, coaching, and leadership abilities to support students and work effectively in teams. * Successful completion of required MTEL tests within one year of employment. * U.S. work authorization required. This is an annual appointment position, reviewed and evaluated yearly. Mystic Valley Regional Charter School is an equal opportunity employer. All applicants will be considered without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. COVID-19 vaccination is not required. Powered by JazzHR bxcHjmVCP5

Job Description About Mass Audubon Mass Audubon is the largest nature-based conservation organization in New England. Founded in 1896 by two women who fought for the protection of birds, Mass Audubon carries on their legacy by focusing on the greatest challenges facing the environment today: the loss of biodiversity, inequitable access to nature, and climate change. With the help of our 160,000 members and supporters, we protect wildlife, conserve and restore resilient land, advocate for impactful environmental policies, offer nationally recognized education programs for adults and children, and provide endless opportunities to experience the outdoors at our wildlife sanctuaries. Explore, find inspiration, and take action at massaudubon.org. About This Position We are looking for experienced educators who are enthusiastic about working with youth in school and out of school, highly motivated, love to be outdoors, dedicated to environmental education and deeply committed to equity in access to nature. Field Teachers work closely with our year-round education staff to develop and implement hands-on, youth-driven, nature-based programming for schools, after school programs, community groups, and families, promoting Mass Audubon’s mission of protecting the nature of Massachusetts for wildlife and people. The ideal candidate will also support Mass Audubon’s commitment to climate change education, equity, and justice and bring a diverse range of experiences, expressions, and views to their work. Field Teachers will primarily teach at Habitat Wildlife Sanctuary in Belmont and K-12 schools in neighboring communities including Arlington, Cambridge, Lexington, and Watertown. Application Instructions Please submit a resume and cover letter with your ADP application. Responsibilities • Participate in Field Teacher training and professional development opportunities, • Work with education staff to develop and deliver nature-based educational programs to schools, after school programs, community groups and families, • Have familiarity with and understanding of the Massachusetts curriculum standards and how to implement outdoor education programming in support of classroom curricula and at the appropriate level for the age and development of program participants, • Facilitate and lead groups of 10-15 program participants in hands-on, outdoor, nature-based learning experiences at Habitat Wildlife Sanctuary and through outreach to schools and community organizations, • Monitor program participants in all types of outdoor environments and ensure the safety and comfort of all participants, • Maintain a professional work environment, which includes equipment cleanup, facility cleaning, and storage of program gear and materials Must Haves • At least 18 years of age, • Passion for natural history, environmental education and/or science education, • Experience as an educator, working with a variety of audiences, including school groups (preK-12) community groups, and/or families in inquiry-based teaching and learning, • Strong organizational, time management, oral, and written communication skills, • Excellent customer service and interpersonal skills, • Skills and ability to work with diverse groups, exercise cultural humility, and implement best practices in inclusion, • Demonstrate a positive attitude and ability to work collaboratively as a positive contributor to the team, • Proficiency in standard business software, such as Microsoft Office or G Suite, • Bachelor’s Degree in process or completed, preferably in education, environmental education or related field, including formal or informal Work Schedule This position begins in November 2025 and ends in June 2026. Variable hours, between 0-20 per week. Programs typically run Monday through Friday between 10:00am-6:00pm. Occasional Saturday hours may be available. The successful candidate will be expected to lead 3-5 afterschool programs between 2:00pm-6:00pm each week. Actual hours are dependent on programs worked. Other Requirements Employees must successfully complete a CORI and SORI Background Check and a Motor Vehicle Record (if applicable) is required. Mass Audubon’s Commitment to Diversity, Equity, Inclusion, & Justice Mass Audubon embraces diversity and equal opportunity in a serious way. We are dedicated to forming a team that represents a variety of backgrounds, perspectives, and skills. The more inclusive we are, the better our work will be. People of color are strongly encouraged to apply. Mass Audubon’s mission is to “protect the nature of Massachusetts for people and for wildlife” by building a strong coalition of employees, volunteers, and community members. We recognize that the environmental movement and field of conservation have been affected by societal systems that have limited opportunity and access for many people. As a result, Mass Audubon is committed to creating an inclusive environment for all employees and applicants. We are engaged in an ongoing process of organizational assessment and change, designed to remove barriers and create a workplace where all forms of diversity are recognized and valued. Equal Employment Opportunity Statement Mass Audubon is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees and applicants. Mass Audubon prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

Job Description K–6 Paraprofessional Mystic Valley Regional Charter School About MVRCS Founded in 1998, Mystic Valley Regional Charter School serves more than 1,750 students in Kindergarten through Grade 12. Our approach to student success is built on exceptional teaching, a carefully selected curriculum delivered with fidelity, high expectations, and traditional pedagogy. Each year, Mystic Valley ranks among the top public schools in Massachusetts, New England, and across the nation. Our graduates consistently achieve success at the post-secondary level, reflecting the strong foundation established during their time here. MVRCS students attend school for 200 instructional days, follow a dress code, and benefit from a school day that is 60 minutes longer than that of most traditional public schools. These factors ensure that all students have the opportunity to receive a world-class education. Job Summary The Paraprofessional supports student learning and classroom management to help maintain a focused, structured, and positive learning environment. Working under the guidance of a classroom teacher and the supervision of an Assistant Director, the Paraprofessional assists with both instructional and non-instructional tasks to enhance student achievement and success. Key Responsibilities * Assist with daily classroom operations and collaborate with the classroom teacher * Support classroom management through the school’s assertive discipline model and redirection strategies * Reinforce student engagement by ensuring students are attentive, on task, and prepared * Provide small-group or one-on-one instruction in reading, language, math, reasoning, writing, and spelling as assigned * Monitor student progress, provide support to students not yet at mastery, and assist with reteaching concepts * Grade, record, and review student work at teacher request * Administer checkouts or retests as directed by the teacher * Supervise and assist during group work, independent work, and classroom transitions * Participate in assigned duties, including morning, lunch/recess, and afternoon bus coverage * Support mandatory school events, such as Back to School Night and other assigned after-school commitments * Attend professional development sessions and implement strategies learned * Carry out additional responsibilities as assigned by the leadership team Qualifications * High school diploma (required) * Strong oral and written communication skills * Ability to analyze information, solve problems, and make sound recommendations * Knowledge of school requirements, MVRCS policies, and applicable state and federal regulations * Collaborative and team-oriented, with the ability to support teaching and coaching efforts * Strong organizational skills and attention to detail * Successful completion of applicable MTEL exams within one year of employment Additional Information * This is a full-time, school-year position subject to annual appointment and evaluation. * Mystic Valley Regional Charter School is an equal opportunity employer. All qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. * COVID-19 vaccinations are not required for this position. Powered by JazzHR OntTF94SCg

Job Description Job Title: ANTICIPATED VACANCY Elementary Teacher Supervisor: Principal/Designee Position: Full-Time, 11 Months Hours: 8:00 AM - 3:30 PM Position Overview Codman Academy Charter Public School is seeking an Elementary Teacher. This position will utilize the EL curriculum. The ideal candidate will create an inclusive classroom environment that supports all learners, including English Language Learners (ELLs) and students with disabilities, ensuring access to a high-quality Elementary education. This role requires an SEI (Sheltered English Immersion) endorsement and a strong commitment to inclusive and differentiated instruction. Key Responsibilities Curriculum & Instruction * Implement the core curriculum, integrating expeditionary learning, structured routines, and hands-on activities to develop literacy, numeracy, and critical thinking skills. * Design and adapt lessons to meet the diverse needs of students, including those with moderate disabilities and English Language Learners. * Utilize universal design for learning (UDL) and differentiated instruction to ensure all students can access and engage with content. * Promote language development and communication skills through rich classroom dialogue, storytelling, and interactive read-alouds. Student Engagement & Inclusion * Foster a developmentally appropriate and inclusive learning environment that supports social-emotional growth and student independence. * Implement Individualized Education Plans (IEPs) and provide necessary accommodations and modifications for students with disabilities. * Utilize positive behavior support strategies to encourage self-regulation and community-building among young learners. * Collaborate with specialists (e.g., speech-language pathologists, occupational therapists) to ensure integrated support for students with diverse learning needs. Collaboration & School Engagement * Work closely with co-teachers, special education staff, and EL educators to ensure students receive individualized and comprehensive support. * Maintain regular communication with families, providing updates on student progress and strategies for learning at home. * Participate in professional development and school-wide initiatives to strengthen early childhood instructional practices. * Engage in EL Education's expeditionary learning model, creating interdisciplinary and experiential learning opportunities for young students. Qualifications & Experience Required: * Bachelor’s degree in Early Childhood Education, Elementary Education, Special Education, or a related field (Master’s preferred). * Massachusetts teaching certification in Early Childhood Education (PreK-2), Elementary Education, or Moderate Disabilities (PreK-8). * SEI (Sheltered English Immersion) Endorsement required. * Experience teaching in an inclusive early childhood or elementary education setting. * Knowledge of early childhood development, play-based learning, and social-emotional learning strategies. * Perform other duties as assigned by the supervisor to support the success of students and the overall K1 program. Preferred: * Experience implementing the EL or IM curriculum. * Background in supporting ELLs and students with disabilities. * Familiarity with EL Education’s student-centered approach. * Strong collaboration and communication skills with families and colleagues. Salary Range: Based on CACPS Scale Why Join Codman Academy? Codman Academy is a mission-driven charter school dedicated to rigorous academics, character development, and experiential learning. As a Teacher, you will play a pivotal role in building foundational literacy, numeracy, and social-emotional skills that set students up for long-term success. Application Process Interested candidates should submit a resume and cover letter outlining their qualifications and commitment to Codman Academy’s mission.

Job Description SY 25-26: Temporary Lead Teacher Special Education (per diem) MISSION Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond. VISION In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world. OVERVIEW Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community– many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston’s robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities. CORE VALUES Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success. Achievement: We strive for excellence and hold each other and ourselves accountable to the highest of standards. Generosity: We look for opportunities to help one another and lift up other members of our community. Unity: We are one team and resolve our differences respectfully so we can move forward as a united front. Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued. Resilience: We confront challenges and adversity head-on and never, ever give up. Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school. Learn more about Bridge Boston here. THE POSITION Reporting to the DCI of Special Education, the Temporary Special Education Lead Teacher will meet the needs of traditionally underserved children and provide quality academic and behavioral services through direct and/or consultative approaches as directed by students’ IEPs. Specifically, they will be responsible for: • Work closely with the DCI of Special Education to ensure that the school is in compliance with all special education requirements and that each child with a disability is receiving all necessary supports, modifications, and accommodations, • Serve as the case manager for a caseload of students, including data tracking, writing quarterly progress reports and IEP goals, and attending IEP meetings, • Develop curriculum, plan lessons, and implement direct service in and out of the classroom to small groups of students, • Collaborate with general education teachers to adapt curricular materials and teacher techniques to meet the individual needs of students and to identify students who are not meeting benchmarks and to plan interventions as needed, • Implement interventions and de-escalation strategies with students who display significant behavioral issues within the school setting., • Use data to inform academic and behavioral goals, instruction and intervention plans, • Assist with school-wide assessments and other data; working with staff to address findings, • Engage families and build collaborative, respectful relationships with them in service of student learning, • Bachelor’s degree required; master’s degree in elementary or secondary education preferred, • MA teachers licensure in special education required, • Must have completed their MTEL by the end of their first year with Bridge Boston, • Excellent personal skills and willingness to be a team player, • Superior organizational, written and verbal communication skills, • Facility in a second language beyond English highly desirable TO APPLY The review of applications will begin immediately and will continue until the position is filled. Interested applicants should apply for jobs via the “career” page of our website: . Should you have questions about the process, please email Human Resources at . If you are a qualified individual with a disability or a disabled veteran, you may request a reasonable accommodation if you are unable or limited in your ability to access job openings or apply for a job on this site as a result of your disability. You can request reasonable accommodations by contacting Human Resources at 857-229-1601. Bridge Boston is proud to be an Equal Employment Opportunity workplace. We celebrate diversity and are committed to creating an inclusive environment for all employees. We do not discriminate based on race, religion, color, national origin, gender (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, gender expression, age, status as a protected veteran, status as an individual with a disability, or other applicable legally protected characteristics. Powered by JazzHR o623suUGZf

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionAbout the Role Mystic Valley Regional Charter School seeks a dedicated, compassionate Special Education Teacher to join our K–8 team. This role is essential to ensuring that every student with an Individualized Education Program (IEP) or 504 Plan receives the tailored support they need to thrive. You’ll provide both direct and indirect instructional services in a structured, inclusive environment that emphasizes academic growth, character development, and high expectations for all learners. Key Responsibilities * Deliver high-quality instructional support aligned with students’ IEPs and 504 Plans in inclusive settings. * Apply research-based, multisensory teaching strategies to enhance cognitive, language, and academic development. * Establish clear, measurable goals and consistently monitor student progress in academic and behavioral areas. * Serve as case manager for assigned students and facilitate IEP meetings with families and colleagues. * Maintain accurate documentation, including service logs, lesson plans, and progress reports. * Collaborate effectively with general education teachers, specialists, and families to meet individual learning needs. * Foster a positive, structured classroom culture that supports student engagement and school-wide expectations. * Ensure testing accommodations are implemented during standardized assessments. * Contribute to curriculum planning, data review meetings, and professional learning opportunities. * Support school operations as needed (e.g., supervision, administrative tasks). Qualifications * Bachelor’s degree in Special Education (required) * SEI Endorsement (required) * Strong communication, organization, and data analysis skills * Thorough understanding of IEP and 504 development, compliance, and implementation * Demonstrated success implementing evidence-based instructional practices in diverse classroom settings * Collaborative, reflective educator committed to continuous improvement * Must successfully complete all required MTEL exams within one year of hire This is a full-time, school-year position reporting directly to the Head of Special Education. Annual performance evaluations support ongoing professional growth and instructional excellence. Mystic Valley Regional Charter School is an equal opportunity employer committed to fostering a diverse and inclusive workplace. We welcome and encourage applicants of all backgrounds, experiences, and identities to apply. Powered by JazzHR CPoQvKfKjy

Job Description The Young People's Project (YPP) is on a mission to change the landscape of who participates in the learning and teaching of STEM education in Boston, Cambridge and Somerville Massachusetts. YPP is committed to working with populations of students who have been historically underrepresented in STEM learning and careers. YPP understands that part of the solution to the problem of improving STEM education access and outcomes for populations of students who are being left behind lies within the students themselves, who we view as valuable assets and problem solvers. YPP has over 25 years of experience engaging and employing young people to work in and out of school to learn math well enough to teach, lead, and organize math literacy for their younger peers. Description of Role The Computer Science For All: Building Capacity in Computer Science Education and Student Near Peer Classroom Mentorship Is an integrated math and computer science Professional Development research project that emphasizes a cascading near-peer project based pedagogical approach to math instruction. College STEM Literacy Workers (CSLWs) are local college age undergrad and/or graduate STEM majors from groups historically underrepresented in STEM. They have two essential roles in this project. The first role is to work directly with YPP and Bootstrap staff to become apprentice YPP educators of integrated computer science education through the Bootstrap Algebra curriculum and YPP Pedagogy. CSLWs will act as co-learners and co-facilitators with teachers in professional development sessions. The second role is to work hand and hand with 9th and 10th grade math teachers to deliver quality content knowledge pertaining to the Bootstrap: Algebra module and other computational thinking principles. Some of the duties in the classroom are, but not limited to: • Help to build a safe, inviting, challenging, respectful and engaging learning environment and culture in the classroom;, • Build meaningful professional relationships with the students, teacher, and YPP staff;, • Help students develop the thinking, communication, problem-solving, management, inquiry, team-building, and interpersonal skills they will need to become successful in school and in life;, • Become leaders in the classroom by helping to teach the material and manage a classroom.Candidates with many of the following skills and attributes will do well in this role:, • Ability to learn from, teach and co-lead a classroom of 20 in STEM related content, • Comfortable with coding, research and development, • To understand that the way you might solve a problem might not be the best solution, • To believe, trust, and act on the suggestions of your students, • Strong presentation/communication of curriculum measured by observation, • Demonstrates Patience and Professionalism, • Shows interest in the lives and well being of all students, • Excellent interpersonal, communication, problem solving, multi-tasking, and leadership skills, and the ability to independently accomplish responsibilities as a member of multidisciplinary team, • Open to all opinions, varying views and questions, • Understand the institutional obstacles and barriers facing the students in the schools and communities you will work, • Understand and be able to articulate YPP Mission, History, and Purpose of Math Literacy work, • Ensuring Students are learning and mastering the materials, • Meeting with other staff to coordinate the flow of the day, lesson plan, turn in lesson plans on time to get feedback and make adjustments before any outreach, • Documenting where students need help and which skills need work, • Have continued and timely communication with other instructors and Coordinator, • Take notes during the session so you can add it to skills needed to work on with MLWs, • Conduct and document one-on-ones and make that information available to Director, • Foster an effective relationship with MLWs, • Ensure that attendance and other data collection is tracked and documented constantly and regularlyBasic Qualifications, • Residency in the Boston area, • Between age 19-25 or enrolled at a Boston area college/university with interests in STEM, • Experience with any coding language, • Comfortable with giving presentations, • Comfortable with instructing in urban schools, • Openness to learning a "New Way to Teach", • Loves to design, act and reviseCompensation & Schedule, • Part-time, • $17/hr

Job Description CAPS Collaborative is seeking a dynamic and enthusiastic ASL Interpreter to join our growing Deaf and Hard of Hearing Programs in the Newton Public Schools. The applicant will support students in general education inclusion classrooms and our Deaf staff as needed. We are seeking applicants for our Newton Public School middle/high school programs. The ASL interpreter shall facilitate communication among students who are deaf or hard of hearing, their hearing peers, the classroom teachers and other personnel in the school system. The interpreter may perform this responsibility in a variety of settings, in and outside of the classroom. The interpreter may interpret for Deaf staff as needed for meetings and school-wide events. Other duties that may be performed when they do not interfere with interpreting include tutoring, participation in meetings and being an active member of the school's educational team. School year position with additional summer hours available. About us: CAPS Collaborative will work in partnership with districts to provide programs and services of the highest quality. To provide these services, we adhere to the following values: • To commit every aspect of the organization to providing exceptional educational opportunities for students., • To demonstrate quality and responsiveness by becoming the first choice of districts for programs and services., • To be a customer-focused organization that constantly evaluates district needs., • To integrate quality, integrity, respect, and teamwork into every aspect of the organization., • To demonstrate accountability through constantly evaluating results and progress toward goals., • To implement programs and services in the most cost-effective manner and to exercise due diligence in financial decision making. ASL interpreters facilitate communication among students/staff who are deaf or hard of hearing, their hearing peers, classroom teachers and various school personnel. The ASL interpreter is an active part of the educational team and often serves as a liaison between students, general educators, and the CAPS DHHP. A commitment to lifelong learning and a spirit of collegiality and teamwork are expected and critical to the success of the program. Responsibilities: • Facilitate communication within the educational setting ensuring language access to curricular material, successfully conveying voice-sign and sign-voice messages, • Assume other in-school interpreting responsibilities such as: parent conferences, IEP meetings, assemblies, disciplinary meetings, or special events, • With advanced notice, provide interpreting for school functions outside of school hours, including extracurricular activities, meetings and special events (Additional compensation for interpreting services outside of normal school hours), • Maintain contact and collaborate with members of the educational team to ensure compliance with students' IEP goals, • As a related service provider, assist in data collection, share current performance levels and make recommendations related to interpreter use and communication access in the classroom., • Orient the general education teacher and educate student consumers as to the role of the interpreter and the Educational Interpreter model., • Continually develop knowledge, skills and professionalism to maintain qualification for all aspects of the interpreting role., • Use scheduled preparation time to preview materials, consult with instructors, preview educational videos, review signs for content-area concepts, etc., • Demonstrate knowledge and understanding of the National Association of Interpreters in Education's (NAIE) Professional Guidelines for Interpreting in Educational Settings, as well as the NAD-RID Code of Professional Conduct., • Monitor students' need for a note-taker and assist with coordination as needed., • Develop cooperative working relationships with professional colleagues (CAPS and host school); demonstrate the ability to problem-solve and engage in thoughtful conflict resolution., • Maintain professional boundaries and ensure student/staff confidentiality as appropriate within the educational Team., • Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in staff meetings and professional development opportunities., • Must meet the minimum requirements as set forth by the Massachusetts Commission for the Deaf & Hard of Hearing (MCDHH) and Department of Elementary and Secondary Education (DESE) such as MCDHH Screening (at a minimum) and a rating of 3.5 on the Educational Interpreter Performance Assessment (EIPA), • Fluency in American Sign Language (ASL) and English, • Bachelor's Degree preferred, • Interpreter Training Program (ITP) completion preferred, • Experience and/or training in child development and education preferred, • Ability to communicate effectively with students and adjust interpretation according to the student's preferred language and communication needs

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon High School English Language Arts (ELA) teachers are passionate about literature and building an engaging, rigorous classroom culture focusing on helping all students prepare for college. Our teachers become experts in their course content, and have a keen sense of how to motivate and inspire high school students. At the heart of our English classes is an emphasis on reading and student-led discourse. Teachers use a variety of instructional strategies to prioritize discussion, ignite a passion for literature, and promote strong voice and agency within students. At the conclusion of each high school year students are more prepared for the academic rigor and independence of college coursework, as well as for a long term love of literacy. Responsibilities 1. Instruction • You'll teach from a robust literature curriculum shared across our high schools that prioritizes inclusive texts, emphasizes diversity, and prepares students for Advanced Placement (AP), SAT and collegiate level coursework., • You'll conduct a deep exploration of daily content in order to guide students to analyze books by authors like James Baldwin, Toni Morrison, F. Scott Fitzgerald, William Shakespeare, and Yaa Gyasi; books that ignite a passion for literature, sharpen a critical eye for examining the world, and deepen students’ intellectual identity., • You’ll develop students’ independent and collaborative reading, writing, and discussion skills., • You'll facilitate student-led discourse, teaching students to use evidence to make sophisticated claims, and to synthesize and evaluate arguments and rhetoric., • You’ll analyze student comprehension and writing regularly and determine how to adapt and write your own lessons to maximize student learning., • You’ll partner with your department and your grade level team on content and instructional strategies that support your students and help all students succeed. 2. Data Analysis • You'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments., • You'll learn and implement strategies to differentiate instruction for all learners in your classroom. 3. School Culture • You’ll build positive relationships with students to ensure they feel seen, loved, and heard., • You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs., • You'll engage in practice-based professional development, mentorship, and coaching sessions., • You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement., • You'll partner with your grade level team to develop academic goals and practice instructional strategies.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Humanities, English, Social Sciences, or other related fields of study., • Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements., • All Commonwealth charter teachers must either have an appropriate MA educator’s license or pass required the MTEL(s) including the Communications and Literacy MTEL , Subject Specific MTEL, and the MTEL SEI (Sheltered English Immersion) Endorsement within first year of employment. All core academic teachers* assigned to teach English learners are required to earn the SEI endorsement. Any teacher without a SEI endorsement has one year from date of assignment to teach ELs, to earn the MTEL SEI endorsement. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $57,000 to $89,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job Description The Opportunity The English Language Development Teacher will teach high school English at Phoenix Charter Academy. The English Language Development Teacher will be responsible for planning lessons and curricula, administering assessments, collecting and analyzing data, and relentlessly supporting students to achieve academic excellence. Phoenix teachers do more than simply teach academic lessons; they serve integral roles as advisers and mentors for our scholars. Bilingual candidates are highly encouraged to apply. Who We Are Phoenix Charter Academy aims to show the world what all young people can do, and to defy the limitations of societal assumptions, classism, and racism. Phoenix Charter Academy was founded on the unwavering belief that all students can succeed at high levels. While this mantra is typical of high-performing schools, particularly those in the charter sector, Phoenix truly endeavors to reach every student, focusing on a growing number on the margins of the traditional public district education system: students who have dropped out of high school, students who are parenting children of their own, students who are or have been involved with the juvenile justice system, students who are older and new to the country and cannot gain access to public schooling, and students who are under-credited relative to the number of years they have spent enrolled in high school. We believe that these students, like all students, are completely capable of developing the skills necessary to set themselves up for lifetimes of economic prosperity and success. We support our students with individually tailored and academically rigorous curricula and push them to succeed at the highest levels by providing them with the resources and mentoring that they need to reach their full potential. Why Our Work is Important Students across America are dropping out of high school at an alarming rate. Dropping out of high school has a substantial impact on a young person’s life. Over the course of their lifetime, an individual who drops out of high school is more likely to have reduced earning power, greater social service dependency, increased rates of criminal involvement, and shorter life expectancy. Phoenix Charter Academies addresses this trend by creating environments where students can demonstrate their talent and resilience and prepare themselves for success through high school, college, and beyond. Commitment to DEI At Phoenix, we recognize the importance of forming a school community inclusive of all visible and invisible identities. We act to ensure that our students and staff always see reflections of themselves and their communities. At Phoenix, we aim to break down systemic barriers by providing access to resources, experiences, and differentiated supports for historically marginalized groups. At Phoenix, we solicit, value, understand, connect, and leverage multiple perspectives and experiences. We invite all perspectives except those that perpetuate oppression or dehumanization. At Phoenix, we do not just accept difference - we celebrate it, support it, and thrive on it for the benefit of our scholars and the communities we serve. We believe difference makes us stronger. Phoenix Charter Academy is an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment. Qualities of Phoenix staff member: * Unwavering belief in our students - Phoenix staff operate with the deeply held belief that all young people want to and can succeed even in the face of substantial systemic barriers and societal constraints. * Continuous Improvement - Phoenix staff approach problem solving with curiosity and desire to understand the perspectives of others. They carry an internalized sense of “I can always learn more” and know that adults at Phoenix must model the qualities of being open-minded and willing to make mistakes and learn from them. Phoenix staff members embody “lifelong learner” mindsets and strive for constant improvement. * Eager to Learn - Phoenix staff must be able to learn as they go in a fast-paced, ever-evolving, urgent environment. They have the desire to receive direct feedback and the ability to implement the feedback into practice quickly. * Commitment to Diversity, Equity, and Inclusion - Phoenix staff commit to understanding the ways that their self-identity and experiences impact and interact with their daily work, their colleagues, and their students, and work toward furthering initiatives that promote a more equitable society. Your Contribution In addition to demonstrating the qualities of a Phoenix staff member, the English Language Development Teacher will be responsible for the following: Curriculum and Instructional Responsibilities: * Design and deliver rigorous instructional content including lessons, curriculum supplements, weekly overviews, scope, and sequence plans, and performance assessments in alignment with curricular framework * Support the social-emotional learning connected to college and career readiness, including 1:1 support as needed * Participate in weekly professional development on Fridays from 1:30– 4:30 PM * Participate in supervision, weekly coaching cycles, and formal mid-year and end-of- year evaluations in alignment with goals and deliverables set by the Director of Curriculum and Instruction * Collaborate frequently with English as a Second Language and other Academic Support staff to ensure appropriate supports are in place for all students * Collect and analyze student academic data and use it to inform instruction and meet student needs What You’ll Bring • Alignment to Phoenix's mission, • Bachelor's degree, • At least 1 year of direct scholar-serving (teaching, tutoring, academic support, etc.) experience preferred, • Bilingual/Spanish-speaking candidates are highly encouraged to apply., • Communication - Conveys information effectively and efficiently using verbal, non-verbal, and written communication skills; has knowledge and flexibility to communicate across lines of difference., • Scholar Orientation - Works to deepen understanding of scholars and centers the needs of scholars in all aspects of how the work is done., • Adaptability - Adjusts and strategically aligns work to the school's mission while navigating complex and changing environments internally and externally. We want you to be the best you can so you’ll receive professional development, coaching, and the resources needed for you to succeed. An open, curious, and celebratory culture that embraces diversity as a leading asset and fosters equity and inclusion through affinity groups and continuous capacity building supported by our Racial, Justice, and Equity working group. Competitive market comp, medical, dental, vision, mental health, and wellness plans, a 403b, and employee perks such as longevity bonus and pet insurance. Equal Opportunity Employer We are proud to be an equal opportunity employer and as such, we do not discriminate against any team member or candidate because of race, creed, color, religion, gender, sexual orientation, gender identity/expression, national origin, disability, age, veteran status, marital status, pregnancy, or any other basis protected by federal, state or local law. Phoenix Charter Academy is committed to making any reasonable accommodations necessary to support an individual's employment. The Network retains the right to modify this job description at any time, for any reason, at the Network’s sole discretion

Job DescriptionSalary: Teaching Rate Per Hour ranges from $21-$25 (depending on qualifications and experience) Teaching (ESL) English as a Second Language to visiting adult students provides an exceptional opportunity for the creative educator. Within the guidelines of the syllabus, you will experience a high level of creative space to design and deliver lessons with the support of our innovative methodology. Our students are enthusiastic about traveling, perfecting their real-world English, and experiencing Boston, which generates a uniquely motivated, interactive and dynamic classroom culture that is hard to match! Come join the Boston team and explore your creativity, be supported in your professional development, and be a part of giving our visiting students the memories of a lifetime. About EC English Language Centres:EC offers superior English language programmes in the top English-speaking destinations around the world, together with French in Montreal. Our world-class facilities and an outstanding team have allowed us to evolve into a globally recognized and trusted brand. Our vision is to maintain our growth while helping students from all over the world succeed in a global community. Our team is at the heart of everything we do, and we are proud to have created an environment that will nurture your talent, explore your ideas and recognize your achievements. Together, we turn challenges into new opportunities to help us achieve more. We dream big and we work hard. We want you to dream big too and realize your own ambitions with us. Location: Boston Reporting to: Director of Studies Position:ESL Teacher (Part-Time) Department:Academic Salary Range: Depending on the available schedule and how many classes youd like to teach, the part-time salary can range from $22-$26/hour Position Summary:The Teacher is part of the Academic Team and is responsible for delivering a superior student learning experience through the delivery of classroom instruction, tutorials and student assessment as defined in the EC Teacher Standards. As part of the Academic Team the teacher, in collaboration with the DoS sets individual learning and development goals and actively seeks opportunities to further develop teaching practice. Key Responsibilities: • Establishes a positive learning environment for all learners, ensuring that they feel supported in their learning and able to take risks with language., • Creates lessons that are motivating and engaging with a focus on learning and progress., • Provides feedback and support that encourages the learners to develop both their language skills and their learning autonomy., • Completes all administrative duties in a timely manner., • Works in the school team and the teaching team in a professional manner., • Takes an active interest in self-development and creates and achieves development goals., • Participates in in-company and industry events and trainings and promotes and facilitates best practice through active collaboration with other EC teachers., • Duties assigned include, but are not be limited to the following:, • Plan and deliver assigned by the DoS in accordance with EC Teacher Standards, • Complete class administration in a timely manner, including: Records of Work, student attendance, Student assessment reports, • Set and mark homework and tests according to the EC assessment rubrics, • Provide students with focused tutorials., • Encourage students on academic contracts and improvement plans through monitoring and support., • Attend staff meetings and training sessions as directed by the Director of Studies, • Seek feedback from students, peers and manager, • Set development goals in conjunction with the DoS based on observations, feedback and individual areas of interest., • Follow the directives in the employee handbook and teacher manual, • Provide occasional substitute coverage, • Participate in internal CPD events, • Assist Director of Studies in piloting new materials and programs, • Conduct peer observations, • Check work email daily, • Keep current with school policies and company aims, • Check work notices and announcements Education Required: • Bachelors degree (or equivalent) in any field, • TEFL certificate (including teaching practicum CELTA/Trinity equivalent preferred) Experience Required: • Demonstrated ability to plan and deliver high quality language lessons, • Demonstrated ability to work with new technologies for teaching and administration Experience Desired: • Experience studying or working abroad Equality and Diversity:Equality and diversity are at the heart of everything we do. Our learning opportunities are open to everyone, regardless of their background and circumstances, and we apply the same standards to the staff we employ. Want to learn more about us? watch the video of ourEC Storyand check out orEC Careers Page Have a look around some of our schools and check out how we market ourselves to our students on ourYouTubechannel. Interested? Follow us onInstagram,Facebook,LinkedInandTwitter

Job Description CAPS Collaborative is seeking a dynamic and enthusiastic Teacher of the Deaf to join our growing Deaf and Hard of Hearing Programs in the Newton Public Schools. The applicant will provide direct and consultative services to students in middle school and high school in both self-contained and general education inclusion classrooms. Services are provided according to individual IEPs and may include direct teaching, observation and consultation with general education teachers and other related service providers. The ideal candidate has experience in working with deaf and hard of hearing students in the mainstream setting and can demonstrate exceptional relationship building skills, interpersonal communication skills and the ability to collaborate effectively with a multidisciplinary team. This is a 10-month school year position with the potential for additional summer hours. About us: CAPS Collaborative will work in partnership with districts to provide programs and services of the highest quality. To provide these services, we adhere to the following values: • To commit every aspect of the organization to providing exceptional educational opportunities for students., • To demonstrate quality and responsiveness by becoming the first choice of districts for programs and services., • To be a customer-focused organization that constantly evaluates district needs., • To integrate quality, integrity, respect, and teamwork into every aspect of the organization., • To demonstrate accountability through constantly evaluating results and progress toward goals., • To implement programs and services in the most cost-effective manner and to exercise due diligence in financial decision making. Teachers are responsible for planning and implementing high quality instruction for a cognitively and linguistically diverse group of deaf and hard of hearing learners. Teachers are expected to be current with research and literature in the field of Deaf Education and education in general. Teachers in this role are expected to develop positive relationships with students, families, and professional colleagues. A commitment to lifelong learning and a spirit of collegiality and teamwork are expected and critical to the success of the program. Responsibilities: • Provide high level classroom instruction aligned with the Massachusetts Curriculum Frameworks; provide specially designed instruction as indicated by students' Individualized Education Programs (IEP), • Provide direct and consultative services to students individually or in small group settings as indicated in the IEP, specialized instruction may include auditory training, speechreading, vocabulary development, speech and language development, social skill development, hearing assistive technology (HAT) use and maintenance and self-advocacy skill development, • Develop and differentiate curricula to meet the needs of the students based on Common Core standards; assist with modifying materials for general education courses as appropriate, • Plan effective instruction, engage learners and use appropriate instructional techniques for deaf and hard of hearing learners; use formative and summative assessment data to evaluate progress and guide instruction, • Communicate clearly with students in their identified mode of communication and language of instruction, • Develop short and long-term objectives in the form of Individualized Educational Plans (IEP) based on formal and informal assessment and as assigned by Program Administrator, • Demonstrate the use of screening and assessment tools that are culturally and linguistically sensitive; write reports and make appropriate educational recommendations, • Prepare students for participation in standardized testing, including but not limited to the Massachusetts Comprehensive Assessment (MCAS) and MCAS-Alt; administer exams as requested; assist with provision of testing accommodations, • Maintain record keeping systems necessary for accountability for progress monitoring, grading systems and attendance, • Develop cooperative and ethical working relationships with professional colleagues (CAPS, consultants, related service providers, and host school); demonstrate the ability to openly share ideas, problem-solve and engage in thoughtful conflict resolution, • Provide in-service and consultation as needed to administrators, support staff, teachers and parents regarding the characteristics and educational implications of hearing loss, specific tips and strategies for addressing the needs of deaf and hard of hearing students in the classroom and the use of Hearing Assistive Technology, • Develop and maintain instructional space with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy, • Develop positive rapport with staff, students and families; communicate regularly with families regarding student performance, • Participate in all aspects of the IEP process including data collection, Team Meetings and IEP development, • Serve as a liaison and consultant to general education teachers, • Develop short and long-term objectives for instructional assistants assigned to you in terms of their instructional and non-instructional activities,; Supervise the implementation of these activities as requested by the Program Director and participate in the formal and informal evaluation of each instructional assistant as requested by the Program Director., • Demonstrate positive and responsive classroom management that fosters mutual respect, safety and curiosity, • Develop and maintain a classroom environment with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy, • Implement the host school's student related policies and CAPS policies as outlined in the Program Handbook., • Develop cooperative and ethical working relationships with professional colleagues (CAPS, consultants, related service providers, and host school); demonstrate the ability to openly share ideas, problem-solve and engage in thoughtful conflict resolution, • Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in in-service, staff meetings and other professional development opportunities, • Participate in the ongoing analysis of all facets of the program in terms of effective program design and develop suggestions for improved design, • Plan and participate in school-sponsored events, including Back-to-School Night, Parent-Teacher Conferences and program-wide events targeting student social skill development, • Assist other staff in the performance of their tasks as requested or as needs become apparent, • Maintain professional boundaries and ensure student/staff confidentiality as appropriate within the educational Team, • Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in staff meetings and professional development opportunities, • Massachusetts Department of Elementary and Secondary Education license as a Teacher of the Deaf, • Master's Degree in Deaf Education preferred., • Fluency in American Sign Language., • Excellent written, communication and organizational skills., • Knowledge and skills in the area of language development and literacy for deaf and hard of hearing students., • Ability to relate with students, staff and parents., • Prolonged periods standing and walking throughout school and classroom., • Must be able to lift to 15 pounds at a time., • Must be able to assist students who have physical difficulties., • Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day., • Prolonged periods sitting and working on computer to complete necessary paperwork.

Job Description Job Title: Teacher- Special Education, Gr 6-12 (SEI Endorsement Required) Supervisor: Director of Special Education and English Language Learners Start Date: July 1, 2025 - June 30, 2026 Position Type: Full-Time, 11 Months Hours: 8:00 AM - 3:30 PM Position Overview Codman Academy Charter Public School seeks a dedicated Special Education Teacher (6-12) to provide individualized, high-quality instruction and support to students with diverse learning needs. The ideal candidate will be responsible for implementing inclusive and specialized instruction, developing and managing Individualized Education Plans (IEPs), and collaborating with general education teachers to ensure that all students receive equitable access to rigorous, engaging learning experiences. This role requires an SEI (Sheltered English Immersion) endorsement and a strong commitment to serving students with disabilities in an inclusive or resource setting. Key ResponsibilitiesInstruction & Student Support * Provide direct, differentiated instruction to students with disabilities in inclusive, small-group, and pull-out settings. * Implement evidence-based interventions to support students in accessing the EL Education curriculum and Illustrative Mathematics (IM) curriculum. * Utilize universal design for learning (UDL) and multi-tiered systems of support (MTSS) to meet the diverse learning needs of all students. * Modify and scaffold lessons to ensure accessibility for students with disabilities, including those with cognitive, behavioral, and language-based learning challenges. * Foster a student-centered, strengths-based approach to learning, focusing on independence and self-advocacy. IEP Development & Compliance * Develop, implement, and monitor Individualized Education Plans (IEPs) in compliance with state and federal special education regulations. * Assess students’ strengths and areas of need through formal and informal assessments, using the data to drive instruction. * Maintain accurate and timely documentation, including IEP progress reports, evaluation reports, and accommodation tracking. * Lead IEP meetings, collaborating with families, general education teachers, specialists, and service providers to develop and adjust student goals. Collaboration & School Engagement * Work closely with general education teachers, ESL specialists, and related service providers to ensure coordinated support for students with disabilities. * Co-plan and co-teach lessons that promote full inclusion and equitable access to the EL Education and IM curriculum. * Build strong relationships with families by maintaining regular communication and providing resources to support student learning at home. * Participate in professional development, data meetings, and school-wide initiatives to strengthen special education programming and inclusion practices. Behavioral & Social-Emotional Support * Implement positive behavior intervention strategies (PBIS) and restorative justice practices to create a supportive learning environment. * Provide small-group and individualized social-emotional learning (SEL) support in collaboration with school counselors and interventionists. * Serve as an advocate and mentor for students, fostering confidence and a growth mindset. Qualifications & ExperienceRequired: * Bachelor’s degree in Special Education or a related field (Master’s preferred). * Massachusetts teaching certification in Moderate Disabilities (PreK-8). * SEI (Sheltered English Immersion) Endorsement required. * Experience teaching in an inclusive or resource special education setting. * Strong understanding of IEP development, differentiated instruction, and progress monitoring. * Perform other duties as assigned by the supervisor to support student learning and overall school success. Preferred: * Experience implementing EL Education and Illustrative Mathematics (IM) curriculum. * Background in co-teaching models and inclusion practices. * Knowledge of assistive technology and AAC tools to support diverse learners. * Strong collaboration and communication skills with families and colleagues. Salary Range: Based on CACPS ScaleWhy Join Codman Academy? Codman Academy is a mission-driven charter school committed to academic excellence, equity, and social-emotional learning. As a Special Education Teacher, you will play a vital role in ensuring that all students receive the individualized support they need to thrive in an inclusive and rigorous learning environment. Application Process Interested candidates should submit a resume, cover letter, and references detailing their experience and outlining their qualifications and commitment to Codman Academy’s mission.

Job Description Job Title: Teacher- Special Education, Gr 6-12 (SEI Endorsement Required) Supervisor: Director of Special Education and English Language Learners Start Date: July 1, 2025 - June 30, 2026 Position Type: Full-Time, 11 Months (Leave coverage, 12/25-6/26, estimated. Potential for permanent placement.) Hours: 8:00 AM - 3:30 PM Position Overview Codman Academy Charter Public School seeks a dedicated Special Education Teacher (6-12) to provide individualized, high-quality instruction and support to students with diverse learning needs. The ideal candidate will be responsible for implementing inclusive and specialized instruction, developing and managing Individualized Education Plans (IEPs), and collaborating with general education teachers to ensure that all students receive equitable access to rigorous, engaging learning experiences. This role requires an SEI (Sheltered English Immersion) endorsement and a strong commitment to serving students with disabilities in an inclusive or resource setting. Key ResponsibilitiesInstruction & Student Support * Provide direct, differentiated instruction to students with disabilities in inclusive, small-group, and pull-out settings. * Implement evidence-based interventions to support students in accessing the EL Education curriculum and Illustrative Mathematics (IM) curriculum. * Utilize universal design for learning (UDL) and multi-tiered systems of support (MTSS) to meet the diverse learning needs of all students. * Modify and scaffold lessons to ensure accessibility for students with disabilities, including those with cognitive, behavioral, and language-based learning challenges. * Foster a student-centered, strengths-based approach to learning, focusing on independence and self-advocacy. IEP Development & Compliance * Develop, implement, and monitor Individualized Education Plans (IEPs) in compliance with state and federal special education regulations. * Assess students’ strengths and areas of need through formal and informal assessments, using the data to drive instruction. * Maintain accurate and timely documentation, including IEP progress reports, evaluation reports, and accommodation tracking. * Lead IEP meetings, collaborating with families, general education teachers, specialists, and service providers to develop and adjust student goals. Collaboration & School Engagement * Work closely with general education teachers, ESL specialists, and related service providers to ensure coordinated support for students with disabilities. * Co-plan and co-teach lessons that promote full inclusion and equitable access to the EL Education and IM curriculum. * Build strong relationships with families by maintaining regular communication and providing resources to support student learning at home. * Participate in professional development, data meetings, and school-wide initiatives to strengthen special education programming and inclusion practices. Behavioral & Social-Emotional Support * Implement positive behavior intervention strategies (PBIS) and restorative justice practices to create a supportive learning environment. * Provide small-group and individualized social-emotional learning (SEL) support in collaboration with school counselors and interventionists. * Serve as an advocate and mentor for students, fostering confidence and a growth mindset. Qualifications & ExperienceRequired: * Bachelor’s degree in Special Education or a related field (Master’s preferred). * Massachusetts teaching certification in Moderate Disabilities (PreK-8). * SEI (Sheltered English Immersion) Endorsement required. * Experience teaching in an inclusive or resource special education setting. * Strong understanding of IEP development, differentiated instruction, and progress monitoring. * Perform other duties as assigned by the supervisor to support student learning and overall school success. Preferred: * Experience implementing EL Education and Illustrative Mathematics (IM) curriculum. * Background in co-teaching models and inclusion practices. * Knowledge of assistive technology and AAC tools to support diverse learners. * Strong collaboration and communication skills with families and colleagues. Salary Range: Based on CACPS ScaleWhy Join Codman Academy? Codman Academy is a mission-driven charter school committed to academic excellence, equity, and social-emotional learning. As a Special Education Teacher, you will play a vital role in ensuring that all students receive the individualized support they need to thrive in an inclusive and rigorous learning environment. Application Process Interested candidates should submit a resume, cover letter, and references detailing their experience and outlining their qualifications and commitment to Codman Academy’s mission.

Job DescriptionCompany Description Uncommon Schools is a nonprofit network of high-performing public charter schools dedicated to providing an exceptional K-12 education in economically disadvantaged communities. Operating in Boston, Camden, New York City, Newark, and Rochester, we are committed to closing the college completion gap and preparing every student for college and beyond. Our students consistently exceed national benchmarks, reflecting our dedication to their success. We invest deeply in our educators, offering weekly coaching, feedback, and professional development to ensure excellence in teaching and leadership. Join us to work hard, do good, and make a lasting difference! Job Description Uncommon Middle School English Language Arts (ELA) teachers are passionate about literature and building an engaging classroom culture. Our teachers develop subject mastery and have a keen sense of the socio-emotional changes middle schoolers experience. At the heart of all ELA classes is an emphasis on writing and discourse designed to give students the tools to be confident in the power of their own voice. Teachers are trained in a variety of research-based instructional strategies to prioritize discussion, ignite a passion for literature, build reading comprehension, and promote agency. By the conclusion of eighth grade, students are prepared for the academic autonomy and college preparatory focus of our high schools. Responsibilities 1. Instruction • You'll empower students to be their fullest selves by teaching an inclusive, culturally responsive curriculum that seeks equitable outcomes for all students., • You'll guide students to analyze literary and non-narrative texts, assess an author's purpose, write in a variety of genres, and grapple with meaningful questions in student-led discourse., • You'll create an inclusive and safe environment, allying with students to speak and write in their authentic voice., • You’ll guide students to choose books of interest independently, as they develop their own passions and interests as readers. 2. Data Analysis • You'll meet weekly with your principal and/or instructional coach to analyze and respond to trends in student work samples and assessments., • You'll learn and implement strategies to differentiate instruction for all learners in your classroom. 3. School Culture • You’ll build positive relationships with students to ensure they feel seen, loved, and heard., • You’ll partner with students’ families to ensure appropriate resources are available to support their child's learning needs., • You'll engage in practice-based professional development, mentorship, and coaching sessions., • You'll participate in weekly, school-wide meetings to cultivate community, model our core values, and encourage student achievement., • You'll partner with your grade level team to develop academic goals and practice instructional strategies.Qualifications, • A demonstrated commitment to supporting students’ social emotional and academic development, • An enthusiasm for collaborating with internal and external partners in the best interest of students, • A self-directed learner who solicits and implements feedback to improve outcomes and achieve objectives, • Required Experience:, • A demonstrated interest in impacting K-12 students in urban schools and communities (1-2 years experience preferred)., • Academic expertise in Humanities, English, Social Sciences, or other related fields of study., • Prior to the start of employment, you must have a bachelor's degree from an accredited college or university and have earned a cumulative GPA of 2.5 or higher by the time employment begins. You do not need to be certified to be hired; however, if hired you will need to pass state teacher certification tests to meet the MA state requirements., • All Commonwealth charter teachers must either have an appropriate MA educator’s license or pass required the MTEL(s) including the Communications and Literacy MTEL , Subject Specific MTEL, and the MTEL SEI (Sheltered English Immersion) Endorsement within first year of employment. All core academic teachers* assigned to teach English learners are required to earn the SEI endorsement. Any teacher without a SEI endorsement has one year from date of assignment to teach ELs, to earn the MTEL SEI endorsement. Additional Information Our people are what make us Uncommon. We offer competitive compensation and comprehensive benefits that support the personal health, wellness, and finances of our staff and their families. Our compensation philosophy values equity & fairness and attracting & retaining top talent. Compensation Compensation for this role is between $57,000 to $89,000. Starting pay is determined using various factors including but not limited to relevant full-time teaching experience, education certifications, and tenure with Uncommon Schools. Candidates without full-time Teaching experience will likely have a starting salary of $57,000. Benefits • Generous paid time off inclusive of sick time, paid holidays, and 10 weeks of paid breaks (Spring, Winter, and Summer)., • Extensive, best-in-class training and development, • Comprehensive health, dental, and vision insurance plans + pre-tax flexible spending (FSA), dependent care (DCFSA), and health saving accounts (HSA), • Financial Planning, • Pension through Mass. Teachers Retirement System, • 403(b) retirement savings program, • Paid leave of absence options (parental, medical, disability, etc.) At Uncommon, we believe that a supportive and welcoming environment helps our students, staff, and community thrive. We are dedicated to building a team that brings a wide range of perspectives and experiences, reflective of the communities we serve---with over 70% of our staff identifying as people of color. Our organization values respect and open dialogue on important topics that shape our school culture. As an equal opportunity employer, Uncommon provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. We also ensure that individuals with disabilities receive all privileges and benefits associated with employment and are provided reasonable accommodations for the interview process and to perform core job functions. If you would like to request an accommodation, please email .

Job DescriptionSalary: What is Boston Prep? Boston Prep is a college-preparatory charter public district, made up of a single-site middle and high school. In 2023-2024, our community will include 700 students in grades 6-12, nearly 500 alumni, over 150 faculty members, and hundreds of families. The majority of our students and families reside in Dorchester, Roxbury, Mattapan, and Hyde Park. As a charter public school, we welcome all students via an impartial public lottery, and hold the same high expectations and ambitions for all of our students, including those with special needs and English language learners. What Do We Believe? At Boston Prep, our mission is to prepare students to succeed in a four-year college and embody, in thought and action, lifelong ethical growth. We foster an environment structured around accelerating academic growth, as demonstrated by our extended school day and school year. We believe that to do this work effectively, relationships are the heart of our community and an understanding of anti-racism is critical in serving our community effectively. To achieve our ambitious goals, our approach includes six essential beliefs that we believe leads to our success: • We hold high expectations for all students., • We foster ethical growth, inside and outside of the classroom., • We have an invested, passionate student culture, balanced by structure and joy., • We offer a range of support, academic, social, and emotional, to all students., • We ensure college persistence through a number of student and alumni support. What Do We Value? Our mission guides Boston Prep and our values guide how we work together as a One Team. Our values hold us accountable to ourselves, to one another, to our students, and to our families. They remind us of how we strive to do the work of our achieving mission together, united as a One Team. Our One Teams values: • We are mission driven., • Everyone is here for the same reasons., • Organizational changes are required to achieve the mission., • We believe all of us, in every step of our journey, have room to improve., • Staff actions drive student results. Who Are We Looking For? At Boston Prep, we believe that every teacher has the power to make a difference in the lives of our students. We are committed to creating a culture of inclusion and belonging where all students feel seen, heard, and valued. As a teacher with us, you will have the opportunity to inspire and empower the next generation, while also making a meaningful impact on your own career. You embody the mindset that kids do well if we believe they can. We recognize that representation matters, and we strive to ensure that our students see themselves reflected in their teachers and leaders. We believe that a team of diverse leaders and teaching staff enhances our students' educational experience and fosters a deeper sense of belonging. As a teacher at Boston Prep, you will have the opportunity to work alongside a team of passionate educators who are committed to creating a supportive and inclusive learning environment. We are committed to providing our teachers with the coaching and resources they need to thrive. We offer ongoing professional development opportunities and a supportive work environment where your contributions are valued and recognized. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. As a Middle School Substitute Staff You believe in creating an educational experience where students are able to see themselves reflected in the content of your class. As a member of the High School team, you are responsible for the following: Service Delivery • Present in the building all day, every day, • Coverage for daily absences of teachers, • Attend and support classes when not covering a teachers absence, • Assume responsibilities and provide meaningful instruction for assigned classes, in the absence of the regular classroom teacher, • Create a classroom environment structured around scholarship where students are authentically engaged and curious, • Assume daily tutoring responsibilities, • Covering daily duties as needed, • Reports to the Middle School Director of Operations Partnering with Students and Families • Communicating frequently with students, families, and school leaders around academic and behavioral progress, • Attending occasional after-school events Building of School Culture • Partnering with team members, students and families, to actively uproot racism and inequality in our community, • Modeling empathy, embodying the mindset that kids do well if they can, • Upholding school and grade level systems and structures with fidelity, • Assuming extracurricular responsibilities, if desired Maintenance of Organizational Culture • Actively engaging in ones learning; seeking and acting on feedback regularly, • Actively pursuing professional development, inside and outside of the school, • Collaborating with teachers and school leaders to advance the schools mission Qualifications include: • A bachelors degree is not required for this role, • Previous school experience a plus Compensation: Salary range for this role is $48,192-$53,210 One Mission. One Team. One School. We are Boston Prep. At Boston Preparatory School we acknowledge barriers to opportunities that exist within the job seeking market. Many potential candidates shy away from applying due to lack of confidence in their skills and imposter syndrome. As we do our part to dismantle these barriers within our own recruitment processes, we encourage candidates from all walks of life, especially those from marginalized backgrounds, to apply and make positive change within the lives of our students.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of workRequirements:, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job Description Job Title: Teacher - Science, Gr 9-12 (SEI Endorsement Required) Supervisor: Principal/Designee Start Date: July 1, 2025 - June 30, 2026 Position: Full-Time, 11 Months Hours: 8:00 AM - 3:30 PM Position Overview Codman Academy Charter Public School is seeking an Upper School Science Teacher to lead an engaging and rigorous science curriculum aligned with EL Education principles. The ideal candidate will foster inquiry-based learning, critical thinking, and a hands-on approach to science instruction. This role requires an SEI (Sheltered English Immersion) endorsement, ensuring that all students, including English Language Learners (ELLs), receive high-quality science instruction in an inclusive and supportive environment. Key Responsibilities Curriculum & Instruction * Develop and implement a standards-aligned high school science curriculum that incorporates inquiry-based learning, hands-on experiments, and real-world applications. * Teach courses in Biology, Chemistry, Physics, or Environmental Science, integrating project-based learning and interdisciplinary connections. * Differentiate instruction to meet the needs of diverse learners, ensuring accessibility for ELLs and students with disabilities. * Incorporate technology, data analysis, and scientific literacy into instruction to enhance student engagement and learning. Student Engagement & Academic Support * Foster a classroom environment where students develop critical thinking, problem-solving, and scientific reasoning skills. * Utilize formative and summative assessments to measure student progress and inform instruction. * Provide targeted support to English Language Learners (ELLs), ensuring equitable access to rigorous science content. * Support students in developing science portfolios, participating in research projects, and engaging in STEM-related extracurricular activities. Collaboration & School Engagement * Work collaboratively with colleagues to integrate science concepts into other disciplines through EL Education's expeditionary learning model. * Participate in professional development and school-wide initiatives to continuously improve instructional practices. * Communicate regularly with families to support student growth and success in science learning. * Serve as an advisor or mentor to students, supporting their academic and personal development. Qualifications & Experience Required: * Bachelor’s degree in Science, Science Education, or a related field (Master’s preferred). * Massachusetts teaching certification in Science (9-12). * SEI (Sheltered English Immersion) Endorsement required. * Experience teaching high school science in an urban school setting. * Strong understanding of inquiry-based and student-centered learning. * Perform other duties as assigned by the supervisor to support student learning and the overall success of Codman Academy. Preferred: * Experience with EL Education or project-based learning. * Background in supporting ELLs and students with diverse learning needs. * Passion for STEM education and commitment to equity in science education. Salary Range: Based on CACPS scale Why Join Codman Academy? Codman Academy is a mission-driven charter school committed to fostering rigorous academics, character development, and real-world learning experiences. As an Upper School Science Teacher, you will inspire students to think critically, engage in meaningful scientific inquiry, and explore the intersections of science and society. Application Process Interested candidates should submit a resume, cover letter, and references detailing their teaching experience and commitment to science edu

Job Description MLL (Multilingual Learner) Teacher- Leave Coverage (SY25-26) Grade Level: Lower Elementary Start Date: Spring 2026 Locations: Boston, MA About UP Education Network UP Education Network is a non-profit school success organization that addresses inequities in public school systems. UP provides differentiated support to historically under resourced schools through a partnership with districts and the state. Since opening its doors in 2010, UP Education Network has focused on taking the lowest-performing schools in Massachusetts and transforming those schools into exceptional learning environments. We manage two campuses in Dorchester, serving over 1,300 students in Boston Public Schools (BPS) from grades pre-K through 8th. Our schools operate with charter-like autonomy while our network provides comprehensive support and management that builds capacity for schools to focus deeply on students. Teaching at UP Education Network UP Academy teachers work with a team of diverse colleagues to develop rigorous curricula, deliver engaging lessons, and support all students on the path to and through college. Desired Characteristics of an UP Teacher • A deep desire to work with educationally underserved student populations and their families, • An unwavering commitment to the academic success and personal development of our students, • An eagerness to set ambitious, challenging, and tangible goals, and a relentless drive to achieve them, • Ability to support language acquisition and development in students with diverse needs, • Ability to help students access content curricula through effective scaffolds and accommodations, • Provide effective instruction in both push in and pull out settings to target language goals, • Work in close collaboration with other teachers and service providers, • Ability to collect and analyze data to monitor and report on student progress, • A strong belief in UP Education Network’s core values: Teamwork, Integrity, Growth, Engagement and Resilience, • Background in and knowledge of teaching multilingual students, • Bachelor’s degree is required, Master’s degree is preferred, • SEI endorsement and a valid Massachusetts Teaching License in English as a Second Language, PreK-6, • Current authorization to work in the United States – A candidate must have such authorization by his or her first day of employmentCompensation and Benefits This is a long term substitute role. UP Academy follows the salary scales and salary placement policies of each UP Academy’s host school district or state turnaround plan; please see the relevant union’s collective bargaining agreement for additional details. As an employee of UP Academy and your respective school district, you will receive the same access to personal and sick days, health insurance, and dental insurance as others within your union. Working at UP Education Network We know that great staff members directly lead to the success of our students. At UP, your career is shaped by: • Opportunities for immediate impact: UP offers a chance to bring best practices found in high-performing schools to students previously enrolled in struggling schools, and to rapidly unlock the potential of these students, • Talented, mission-driven colleagues: Our staff is enthusiastic, dedicated, and willing to do “whatever it takes” to put every student on the path to college, • Collaboration and teamwork: Staff members collaborate and work closely together on grade-level or content area teams, using data to track student performance as well as guide instructional practice Powered by JazzHR hmMWR1dhfD

Job Description JOB DESCRIPTION Summary/Objective: The Education Manager implements center-based programming that meets or exceeds all applicable local, state, and federal standards/regulations and is in alignment with established Child & Family program goals. Leads and supervises teaching team in the creation and implementation of developmentally appropriate, culturally responsive learning environments that nurture children’s social, emotional, physical, and cognitive development. Works collaboratively with content area specialists to ensure coordinated, comprehensive service delivery and healthy transitions between programs and/or program options. Fosters a positive, productive and supportive work environment. Essential Functions • Provide guidance and supervision to teaching team to ensure implementation of individualized, developmentally appropriate curriculum that is aligned with MA Early Learning Standards and the Head Start Child Development and Early Learning Framework, reflects responsiveness to individual child observations and assessments, includes goals developed in partnership with families, and is inclusive of children with diverse learning needs and children who are dual/multi-language learners., • Lead and supervise teaching team in positive interactions between colleagues; between staff & parents; and between staff & children in accordance with the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children., • Implement systems to achieve staff engagement and retention including effective recruitment, selection, orientation, supervision, performance evaluation, and planning for individualized professional development of assigned Educators including (as applicable) Teachers, Teaching Assistants, Per Diem Substitutes, Educator Trainees, and Team Leaders., • Facilitate regular staff meetings (minimum of 2 hours per month) in compliance with MA Department of Early Education and Care regulations to disseminate information, provide staff with an avenue to share best practices, and provide feedback., • Using reflective supervision practices, complete and document a minimum of bi-monthly classroom observations and feedback sessions for assigned teaching staff, providing supportive and constructive feedback designed to promote high quality teaching and learning., • Address and document staff performance concerns in an appropriate and timely manner in collaboration with Human Resources team., • In partnership with content area specialists, collect and utilize data to identify overall staff training needs to assist in the planning and implementation of annual and ongoing training/development opportunities, coaching, and other job-embedded professional development opportunities aligned with program goals., • Support Teaching staff in completing accurate comprehensive developmental assessments of children and communicating with families through strength-based parent-teacher conferences according to the program’s established schedule of frequency., • Partner with families to support children’s learning and respond to family concerns and feedback with sensitivity and respect. Practice open, regular and respectful communication with families using a variety of methods including in-person, electronic communication, phone calls, notes and flyers., • Support Content Area Specialists in ensuring parent engagement, leadership and governance opportunities are offered, encouraged, and documented., • Work collaboratively with content area specialists and community partners (eg. Early Intervention, ECMHC, Coaches) to promote coordinated, comprehensive service delivery and to coordinate healthy transitions for children and families between program options and/or public school., • In partnership with content area specialists, ensure all child outcomes/school readiness data is collected, analyzed, and utilized appropriately to guide teaching practices, professional development, and continuous program improvement., • Work in partnership with Associate Vice President of Child and Family Services to monitor and report quarterly on progress toward the program’s child outcomes/school readiness goals in alignment with the Head Start Learning Outcomes Framework., • Actively participate in program planning, team meetings, training, reflective practice, and other activities to promote team building and professional development., • Monitor assigned classrooms regularly to ensure compliance with Head Start Program Performance Standards, MA Department of Early Education and Care regulations, and all internal policies and procedures. Oversee regular monitoring of Classroom Files for completeness and accuracy., • Maintain complete, accurate data for assigned classrooms and submit monthly and annual reports in a timely manner., • Participate in the annual Self-Assessment, MA Department of Early Education and Care licensing, NAEYC accreditation, and Head Start monitoring reviews; assist with the creation & implementation of action plans for non-compliances when needed., • Ensure classrooms are within designated caregiver-child ratios at all times., • Establish and maintain an environment of cooperation and respect with colleagues in accordance with NAEYC Code of Ethical Conduct, • Maintain strong relationships across C&FS divisions and identify new opportunities to work together to mutual benefit and the benefit of the community., • Maintain the highest degree of professionalism at all times, including, but not limited to: adherence to dress code, to NAEYC Code of Ethics, to Child & Family code of conduct, and to consistency of care through regular attendance., • As a mandated reporter, recognize and report suspected abuse or neglect to the appropriate authorities as required by law., • Maintain confidentiality at all times and communicate to others the importance of confidentiality., • Other duties as assigned Competencies • Excellent interpersonal and communication skills (written & verbal), • Knowledge of Family Systems and Early Childhood Development, • Proficient computer skills, • Takes responsibility for delivery of services as part of team effort in unit/department., • Takes initiative in making suggestions for improvement of services., • Meets deadlines without causing undue disruption., • Utilizes human resources, time, and supplies efficiently., • Incorporate organization mission, goals, and policies into daily work to foster an inclusive, supportive, and culturally responsive environment for families., • Positively represents the Dimock Center in all interactions with visitors, families, colleagues, and community partners. Work Environment This position is primarily site based and may involve both indoor and outdoor environments. Physical Demands Duties may require standing, walking, or sitting for long periods of time. May require lifting up to 40 pounds with frequent carrying of up to 25 lbs. Must be able to work in a both outdoor and indoor spaces. Position Type/Expected Hours of Work • Occasional evening or weekend work may be required. Required Education and Experience • Bachelor’s degree in Child Development, Early Childhood Education or a related field strongly preferred. AA/AS degree and pursuing BA considered., • A minimum of three (3) years’ experience providing education or social services to young children and/or families, • EEC Director II certified – or eligibility to receive certification required for assigned program within 90 days of hire, • Knowledge of Child Assessment, preferably experience with Teaching Strategies GOLD assessment system, • Bilingual skills: English/Spanish, English/Cape Verdean or Haitian Creole a plus, • Previous experience in Head Start is an asset Other Duties Note this job description is not designed to cover a comprehensive listing of duties that are required of the employee for this job. Duties and responsibilities may change at any time with or without notice. Salary: Salary range $36.57 – $44.57/hr EEO Statement The Dimock Center values diversity and is committed to equal employment opportunity regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status or any other status protected by law.

Job Description Job Title: Per Diem Substitute Teacher Supervisor: Principal or designee Hours: Monday through Friday 8:00am-5:00pm Duration: As needed Description: Codman Academy Charter Public School is seeking Per Diem Substitute Teachers candidates to serve a grade K-12 school. Successful candidates have experience working in urban schools, and with special needs students and English Language Learners as well as classroom management expertise. If you are interested in becoming an educator working as a Substitute Teacher is a great way to sharpen your teaching skills while getting to know the inner workings of schools. See Additional Requirements for more details Responsibilities include (but not limited to): * Reports to the school upon arrival at the school building, arriving 30 minutes early to review all materials and ensure preparedness before the students arrive in the classroom * Maintain regular communication with Academic Support Coordinator and/or Principals regarding the daily schedule * Manage, create and maintain a positive learning environment in the classroom * Implement lesson plans * Incorporate direct instruction, small group work, projects, and cooperative learning to engage all students * Maintain regular communication with Academic Support Coordinator and Principals regarding the daily schedule * Maintain communication with classroom teachers regarding lesson plans, student progress and routines * Comfortable using various types of technology including but not limited to the Google suite, academic platforms, projectors, and video conferencing. * Must be willing to enforce Codman Academy’s Habits of Scholarship * Report all student incidents, including injuries, accidents, illnesses, and behavioral problems Implement lesson plans * Share responsibility for celebrating grade level and school-wide activities Additional Duties: * Perform any other tasks that are assigned to the absent staff on that day (bus duty, hallway, duty, study hall, recess etc.) * Other duties as assigned Qualifications: * Bachelor's Degree from an accredited college or university OR two years of college, Satisfactory CORI (Criminal Records check); those with a major in Education are encouraged to apply. * Prior Substitute Training, Teaching Certification, Experience working with children and/or adolescents, Note: Per diem subs should note that substitute teaching assignments are subject to availability and no one is guaranteed an assignment, even after the application selection process is complete.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development.#indcd

Job DescriptionSalary: What is Boston Prep? Boston Prep is a college-preparatory charter public district, made up of a single-site middle and high school. In 2023-2024, our community will include 700 students in grades 6-12, nearly 500 alumni, over 150 faculty members, and hundreds of families. The majority of our students and families reside in Dorchester, Roxbury, Mattapan, and Hyde Park. As a charter public school, we welcome all students via an impartial public lottery, and hold the same high expectations and ambitions for all of our students, including those with special needs and English language learners. What Do We Believe? At Boston Prep, our mission is to prepare students to succeed in a four-year college and embody, in thought and action, lifelong ethical growth. We foster an environment structured around accelerating academic growth, as demonstrated by our extended school day and school year. We believe that to do this work effectively, relationships are the heart of our community and an understanding of anti-racism is critical in serving our community effectively. To achieve our ambitious goals, our approach includes six essential beliefs that we believe leads to our success: • We hold high expectations for all students., • We foster ethical growth, inside and outside of the classroom., • We have an invested, passionate student culture, balanced by structure and joy., • We offer a range of support, academic, social, and emotional, to all students., • We ensure college persistence through a number of student and alumni support. What Do We Value? Our mission guides Boston Prep and our values guide how we work together as a One Team. Our values hold us accountable to ourselves, to one another, to our students, and to our families. They remind us of how we strive to do the work of our achieving mission together, united as a One Team. Our One Teams values: • We are mission driven., • Everyone is here for the same reasons., • Organizational changes are required to achieve the mission., • We believe all of us, in every step of our journey, have room to improve., • Staff actions drive student results. Who Are We Looking For? At Boston Prep, we believe that every teacher has the power to make a difference in the lives of our students. We are committed to creating a culture of inclusion and belonging where all students feel seen, heard, and valued. As a teacher with us, you will have the opportunity to inspire and empower the next generation, while also making a meaningful impact on your own career. You embody the mindset that kids do well if we believe they can. We recognize that representation matters, and we strive to ensure that our students see themselves reflected in their teachers and leaders. We believe that a team of diverse leaders and teaching staff enhances our students' educational experience and fosters a deeper sense of belonging. As a teacher at Boston Prep, you will have the opportunity to work alongside a team of passionate educators who are committed to creating a supportive and inclusive learning environment. We are committed to providing our teachers with the coaching and resources they need to thrive. We offer ongoing professional development opportunities and a supportive work environment where your contributions are valued and recognized. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. As a High School Substitute Staff You believe in creating an educational experience where students are able to see themselves reflected in the content of your class. As a member of the High School team, you are responsible for the following: Service Delivery • Present in the building all day, every day, • Coverage for daily absences of teachers, • Attend and support classes when not covering a teachers absence, • Assume responsibilities and provide meaningful instruction for assigned classes, in the absence of the regular classroom teacher, • Create a classroom environment structured around scholarship where students are authentically engaged and curious, • Assume daily tutoring responsibilities, • Covering daily duties as needed, • Reports to the Middle School Director of Operations Partnering with Students and Families • Communicating frequently with students, families, and school leaders around academic and behavioral progress, • Attending occasional after-school events Building of School Culture • Partnering with team members, students and families, to actively uproot racism and inequality in our community, • Modeling empathy, embodying the mindset that kids do well if they can, • Upholding school and grade level systems and structures with fidelity, • Assuming extracurricular responsibilities, if desired Maintenance of Organizational Culture • Actively engaging in ones learning; seeking and acting on feedback regularly, • Actively pursuing professional development, inside and outside of the school, • Collaborating with teachers and school leaders to advance the schools mission Qualifications include: • A bachelors degree is not required for this role, • Previous school experience a plus Compensation: Salary range for this role is $48,192-$53,210 THIS IS A PART TIME ROLE. 2 DAYS A WEEK, Tuesday and Thursday. One Mission. One Team. One School. We are Boston Prep. At Boston Preparatory School we acknowledge barriers to opportunities that exist within the job seeking market. Many potential candidates shy away from applying due to lack of confidence in their skills and imposter syndrome. As we do our part to dismantle these barriers within our own recruitment processes, we encourage candidates from all walks of life, especially those from marginalized backgrounds, to apply and make positive change within the lives of our students.

Job Description Overview Who We’re Looking For • EEC Certification is needed! Meets all state preschool teacher requirements * Super flexible and ready to roll during business hours * Previous experience as a teacher assistant or in a licensed daycare * High school diploma or equivalent * 18+ years old and bursting with enthusiasm Your Epic Mission As an Infant/Toddler Teacher, you’ll be the heartbeat of our nurturing environment, creating magical moments for our youngest learners. Here’s what you’ll do: * Create a Cozy Haven: Partner with our dynamic team to build a warm, engaging space where infants thrive. * Celebrate Tiny Wins: Capture and share those precious daily milestones with parents—every giggle counts! * Craft Fun Learning: Team up with passionate educators to deliver a stimulating, age-appropriate curriculum that sparks curiosity. * Follow Their Cues: Tune into each child’s interests, ensure their safety, and elevate playtime with language, toys, and engaging activities. * Be a Role Model: Guide little ones Cadence Education is an Equal Opportunity Employer. #CRMA Responsibilities Infant/Toddler Teacher Boston, Massachusetts 02118 Ready to make a difference in the tiniest lives? TARTT's Daycare Centers, part of the Cadence Education family, is on the lookout for a vibrant Infant/Toddler Teacher to bring your passion for kids and childcare experience to our crew of caring, creative educators! If you love nurturing little ones and have a background in childcare, daycare, or early childhood education, this is your chance to shine! Why You’ll Fall in Love with This Role At Cadence Education, we’re all about crafting bright futures for kids, families, and communities. Our mission thrives on a team of spirited childcare pros who pour their hearts into delivering top-notch care and compassion. With our cutting-edge, research-based curriculum and warm, home-like settings, we’re redefining early education—and you can be part of it! Our schools buzz with talented, fun-loving folks who are all about child development and teamwork. We value open communication, both on-site and with our corporate team, and we’re obsessed with creating a work-life balance that keeps you energized. Join us, and we’ll support you every step of the way! Awesome Perks for Full-Time Rockstars * Competitive Hourly Pay Rate: $18 - $23 * On-Demand Pay with UKG Wallet: Cash in when you need it. * 50% Childcare Tuition Discount: Family-friendly vibes! * 401(k) with Employer Match: Plan for your future while shaping theirs. * Comprehensive Benefits: Paid time off (grows with seniority), paid holidays, medical, dental, vision, life, disability, retirement plans, and more! * Growth Galore: Educational and professional development, tuition reimbursement, and paid CDA. * Pet Insurance: Because your furry friends matter too! * Company-Paid Life Insurance: We’ve got you covered. Benefits apply to full-time eligible employees only. Benefits apply to full-time eligible employees only.

Job Description Position: Upper School Spanish Teacher (starting 2026-27) Department: Upper School - Modern Languages Location: Ware Hall, Milton Academy Campus, Milton, MA Hours: Full-time with the flexibility to work nights and weekends FLSA: Exempt Classification: Faculty (Academic Year) Base Salary: For the 2025–26 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience, in alignment with Milton Academy’s faculty salary scale, which is designed to ensure equitable pay progression. Housing Stipend: Faculty members who reside off-campus will also receive an annual stipend of $12,600 (in 2025-26) in addition to the base salary listed above. Milton Academy is an independent college preparatory K–12 school, boarding and day in grades 9–12, located just outside of Boston. Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care. In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.” Summary of Position: Milton Academy is seeking applicants for a full-time Upper School Spanish teacher position within the Modern Languages Department, supporting students in grades 9 through 12. This position begins in August 2026. The teacher will be responsible for teaching four classes and will play an active role in the broader life of the school community. Native or near-native fluency in Spanish is required, as well as a minimum of three years of experience teaching Spanish language and literature at the secondary or collegiate level. A strong academic background in the Spanish language, literature, or a related field is essential. Candidates with certification or an advanced degree in teaching Spanish as a second language are strongly preferred. Importantly, fluency alone is not sufficient—we seek an educator with training and experience in the pedagogy of second-language acquisition. An advanced degree is preferred but not required. The ideal candidate demonstrates excellent teaching skills, creativity in curriculum design, and a commitment to ongoing professional growth. Beyond the classroom, Milton faculty members are active contributors to the life of the school, including advising, participating in community and residential life activities, among other duties. Work authorization required; no sponsorship available. Essential Functions and Responsibilities Teaching and Curriculum * Demonstrated ability to teach beginner, intermediate, and advanced levels of Spanish language, literatures, and cultures. * Ground instruction in the ACTFL Proficiency Guidelines, Can-Do Statements, and the three modes of communication (interpersonal, interpretive, presentational). * Create a student-centered, communicative classroom that emphasizes proficiency, meaningful use of Spanish, and intercultural understanding over rote grammar practice. * Design units using backward design principles, aligning assessments with clearly defined learning outcomes. * Incorporate authentic materials (literature, films, music, media, and contemporary cultural content) to connect students with the diversity of the Spanish-speaking world. * Differentiate instruction to meet the needs of students at varied proficiency levels, including heritage speakers. * Integrate new pedagogical trends, such as project-based learning, intercultural communicative competence, portfolio-based assessment, and the use of digital/AI tools for language learning. * Collaborate with colleagues to develop inter-departmental and cross-disciplinary projects, including working with the middle school division on curriculum and instruction. * Learn about and apply principles of diversity, equity, and inclusion in curriculum design, classroom practice, and student engagement. * Actively support students, providing mentorship and academic guidance, while fostering a classroom culture of respect, curiosity, and global awareness. * Assess and evaluate student performance through varied methods, including performance-based assessments, projects, essays, and exams. * Provide timely and comprehensive written and oral feedback, including formal progress reports and end-of-term comments. * Communicate effectively with students, parents, and colleagues regarding academic performance and student growth. Advising * Serve as an advisor to a group of up to nine students, engaging in advisor meetings each week. * Connect, support, communicate, encourage, and celebrate each advisee * Facilitate students' social-emotional learning and growth in alignment with all school programming through small group meetings. * Build deep relationships with each advisee and assist them in navigating challenges they may encounter. * Form relationships with and act as a liaison between the school and advisee families; serve as the first point of contact between the school and families. * Read and be familiar with all relevant materials, most importantly the Student Handbook and the sections of the US Faculty Handbook on academic regulations and diploma requirements. * Be informed about course offerings for the following year and help each advisee select programs that are challenging and appropriate, as well as areas of special interest. * Review each advisee’s grades and comments. * Craft formal advisor reports for each advisee two times per year, offering overarching perspectives on their progress, and acknowledging a broader view of their academic and community achievements at Milton. * Should an advisee need additional support in a particular area, be in steady contact with the advisee’s teachers, administrators, and/or other committees as needed. * Attend all upper school student required weekly assemblies, programming, and special events (e.g., community service day, pep rallies). * Attend class trips, retreats, and social events arranged by the director of student activities or the class dean. Community * Be a visible, accessible presence around campus. * Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for. * Share in the enforcement of our expectations for students. * Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, coaching an athletic team, leading an intramural sport or acting as an affinity group advisor. * Complete all chaperone and/or supervisory duty, as assigned; lead and facilitate weekend programming / activities and supervise recreational activities both on and off campus. Residential Life (if residing in on-campus housing) * Act as a mentor and role model in all areas of the residential program, demonstrating a commitment to the success of each student, especially in the areas of social and emotional development. * Contribute to creating a positive community culture within the dorms that ensures students are heard, seen, valued, and cared for. * Be on call (on duty) as a dorm parent in a residential dorm once a week and on rotational weekends and ensure that all responsibilities and rules outlined in the faculty handbook around dorm supervision are adhered to. * Facilitate and oversee programming when on duty and supervise recreational activities as assigned. * Communicate regularly with other house staff as an opportunity to check in about the students in the dorm. * Attend at least two dinners per week with the dorm community. Other Professional Expectations and Responsibilities * Work cooperatively with students, parents, peers, administration, and community members. * Act in a manner that is respectful, generous toward others, supportive of colleagues, and based in a belief in the competence and good intentions of all members of the community. * Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents. * Create and maintain classroom and campus environments that are open and flexible, reflecting the school’s values related to diversity, equity, and belonging. * Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school’s growth statements. * Exhibit skills in collaborative problem-solving, critical thinking, and teamwork. * Meet deadlines. * Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required. * Prepare for and participate in opening of school programming, family visit days, graduation, and all other key student/family moments that are part of the school calendar. * Complete school-required training. * Abide by the school’s policies and procedures as outlined in the provided handbooks. * Communicate with the appropriate supervisor when unable to meet any professional obligation. Supervision to be received: Supervised by the Modern Languages Department Chair and Dean of Faculty. Supervision to be exercised: None. Education/Certification/Licensure Required: A bachelor’s degree in Spanish language, Spanish Linguistics, Peninsular and/or Latin American Spanish Literature, Hispanic Studies or a related field. Preferred: A master’s degree in the Spanish language, Spanish Linguistics, Peninsular and/or Latin American Spanish Literature, Hispanic Studies or a related field. Experience Required: A minimum of three years of proven experience in teaching and creating curriculum in Spanish Language. Preferred: Experience working in an independent boarding / day school. Competencies Required: * Proficiency in Spanish curriculum creation and instruction. * Proficiency in Second Language Acquisition teaching methods. * Excellent verbal and written communication skills in English and Spanish. * Demonstrated computer expertise, including proficiency in Google Workspace, Microsoft Office and Adobe Creative Cloud. * Ability to work collaboratively with internal and external constituencies. * Understanding of confidentiality and related issues. * Receptive to supervision and professional development. * Desire to be a part of a dynamic educational community. Physical Abilities Required: * Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. * Must be able to teach in a classroom setting and use relevant instructional technology. * Must be able to move around the Milton Academy campus without restriction. * Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and inform your supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of any category protected by federal, state, or local law, including but not limited to race, color, sex, sexual orientation, gender identity, gender expression, religion, disability, age, genetic information, veteran status, ancestry, citizenship or national or ethnic origin.

Job Description Bachelor's or Master's degree in Special Education, active Special Education Teacher license and minimum 1+ years Special Education Teacher experience required. Applicants who do not meet these qualifications will not be considered. This full-time contract position offers the opportunity to serve as a Special Education Teacher for K-8 students in an elementary school setting within Boston, MA. The role spans from August 25, 2025, through June 23, 2026, focusing on supporting a small group of nine students who require specialized instruction in ELA and Math through pull-out services. Key Responsibilities: • Deliver tailored instruction in English Language Arts and Mathematics to K-8 students with moderate disabilities., • Develop individualized education plans (IEPs) aligned with K-8 Moderate licensing requirements., • Collaborate with general education teachers and support staff to facilitate inclusive learning environments., • Monitor student progress, maintain detailed records, and municate effectively with families and school personnel., • Valid K-8 Moderate Special Education teaching license., • Experience working with elementary-aged children in a special education setting., • Strong knowledge of ELA and Math curricula tailored to special needs students., • Ability to adapt instructional strategies and materials to meet diverse learning needs. pensation for this position ranges from $30.20 to $50.20. Eligible candidates may also receive healthcare benefits, housing, and meals/incidentals. Full details of our healthcare benefits plan can be found here. This posting is open for 60 days after the posting date.

Job DescriptionDescriptionPosition Summary: Under the supervision of the Site Director, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator serves as a liaison between the school day teacher and parent, supporting the academic and social-emotional success of students in their classroom. Age-appropriate activities should support growth in cognitive skills, self-awareness, peer relationships, and character development. The educator is expected to act in a caring, responsible, honest, and respectful manner as a role model for colleagues, program participants, and families. Additionally, they will ensure a focus on programming that promotes healthy living, social responsibility, and youth development, positioning the YMCA of Greater Boston as the childcare program of choice for families and school districts, providing excellence in outcomes, staff, and innovation. Responsibilities • Program Curriculum: Designs and implements curricula that foster cognitive skills, self-awareness, group relationships, and character development., • Licensing Compliance: Ensures adherence to EEC (Early Education and Care) licensing standards and perpetuates an inclusive culture., • Parent Communication: Regularly communicates relevant information to parents and caregivers., • Environment Management: Maintains a safe, healthy, and engaging environment for children., • Developmentally Appropriate Programming: Designs programs that support children’s growth and learning, helping them reach their full potential., • Prioritizes child safety and emphasizes both physical and emotional well-being with children, parents, and early education staff., • Utilizes positive and constructive methods of child guidance and ensures all staff do the same., • Adheres to the rules, regulations, and procedures set by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Supervises children and manages smooth transitions to promote safety and positive behavior., • Collaborates with the Site Director in program space design and maintains facilities and supplies., • Assists the Site Director with assessments, including progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of planned learning experiences to support their social, emotional, physical, cognitive, and language development.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job Description SY 25-26 - Temporary Wilson Reading System Special Education Teacher [Leave Replacement Aug - Nov] MISSION Bridge Boston Charter School is an inclusive and joyful community that combines a dynamic academic and social-emotional learning program with an innovative full-service model in order to meet the needs of the whole child and ensure our Scholars can achieve their greatest potential in high school and beyond. VISION In collaboration with our families and community partners, we shape curious, creative, and resilient 21st-century Scholars who are equipped to make a bold difference in our world. OVERVIEW Bridge Boston Charter School is a tuition-free, K1-8 public school serving 335 students in Roxbury, Massachusetts, and the surrounding community– many of whom have experienced social, emotional, and developmental barriers to learning. Bridge Boston’s robust social-emotional program is designed with an eye to supporting students who have experienced trauma in their homes and communities. CORE VALUES Joy: We try to bring a positive energy to everything we do and create opportunities to celebrate our individual and collective success. Achievement: We strive for excellence and hold each other and ourselves accountable to the highest of standards. Generosity: We look for opportunities to help one another and lift up other members of our community. Unity: We are one team and resolve our differences respectfully so we can move forward as a united front. Acceptance: We strive to create an inclusive and welcoming community where everyone feels known and valued. Resilience: We confront challenges and adversity head-on and never, ever give up. Bridge Boston also has a Foundation Board that is a 501c non-profit for fundraising to support the school. Learn more about Bridge Boston here. THE POSITION Reporting to the Special Education Dean of Curriculum and Instruction, the Wilson Reading System Special Education Teacher will be dedicated to meeting the needs of students with language based learning disabilities and other reading related difficulties across 2nd - 8th grades, primarily through the use of the Wilson Reading System. Specifically, they will be responsible for: • Plan and deliver pull-out instruction to students in Wilson rules-based reading, per IEP goals and service delivery time, • Track and monitor students’ progress through the program and maintain the schoolwide Wilson data tracker, • Support with family communication, classroom coverage, and school community responsibilities, • Write, present, and monitor progress on IEP goals, • Provide consultation to general and special education teachers on best practices for meaningfully including students with significant reading needs in the general education setting, • Bachelor’s degree required; master’s degree in elementary or secondary education preferred, • MA teachers licensure in Special Education or Reading Specialist required, • Wilson Reading experience Required; Wilson certification preferred, • Superior organizational, written, and verbal communication skills, • Demonstrated cultural competence and sensitivity; belief in the value of diversity Competitive and commensurate with experience. See our salary scales here. TO APPLY The review of applications will begin immediately and will continue until the position is filled. Interested applicants should apply for jobs via the “career” page of our website: . Should you have questions about the process, please email Human Resources at . If you are a qualified individual with a disability or a disabled veteran, you may request a reasonable accommodation if you are unable or limited in your ability to access job openings or apply for a job on this site as a result of your disability. You can request reasonable accommodations by contacting Human Resources at 857-229-1601. Bridge Boston is proud to be an Equal Employment Opportunity workplace. We celebrate diversity and are committed to creating an inclusive environment for all employees. We do not discriminate based on race, religion, color, national origin, gender (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, gender expression, age, status as a protected veteran, status as an individual with a disability, or other applicable legally protected characteristics. Powered by JazzHR B9LZiX7cex

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionSalary: About Boston Prep Boston Prep is a college-preparatory charter public district, made up of a single-site middle and high school. In 2025-2026, our community will include 700 students in grades 6-12, nearly 500 alumni, over 150 faculty members, and hundreds of families. The majority of our students and families reside in Dorchester, Roxbury, Mattapan, and Hyde Park. As a charter public school, we welcome all students via an impartial public lottery, and hold the same high expectations and ambitions for all of our students, including those with special needs and English language learners. Mission At Boston Prep, our mission is to prepare students to succeed in a four-year college and embody, in thought and action, lifelong ethical growth. We foster an environment structured around accelerating academic growth, as demonstrated by our extended school day and school year.We believe that to do this work effectively, relationships are the heart of our community and an understanding of anti-racism is critical in serving our community effectively. To achieve our ambitious goals, our approach includes six essential beliefs that we believe leads to our success: • We have an exceptional adult team; we areOne Team., • We hold high expectations for all students., • We foster ethical growth, inside and outside of the classroom., • We have an invested, passionate student culture, balanced by structure and joy., • We offer a range of support, academic, social, and emotional, to all students., • We ensure college persistence through a number of student and alumni support. Values Our mission guides Boston Prep and our values guide how we work together as a One Team. Our values hold us accountable to ourselves, to one another, to our students, and to our families. They remind us of how we strive to do the work of our achieving mission together, united as a One Team. Our One Teams values: • We are mission driven., • Everyone is here for the same reasons., • Organizational changes are required to achieve the mission., • We believe all of us, in every step of our journey, have room to improve., • Staff actions drive student results. Ideal Candidate At Boston Prep, we believe that every teacher has the power to make a difference in the lives of our students. We are committed to creating a culture of inclusion and belonging where all students feel seen, heard, and valued. As a teacher with us, you will have the opportunity to inspire and empower the next generation, while also making a meaningful impact on your own career.You embody the mindset that kids do well if we believe they can. We recognize that representation matters, and we strive to ensure that our students see themselves reflected in their teachers and leaders. We believe that a team of diverse leaders and teaching staff enhances our students' educational experience and fosters a deeper sense of belonging. As a teacher at Boston Prep, you will have the opportunity to work alongside a team of passionate educators who are committed to creating a supportive and inclusive learning environment. We are committed to providing our teachers with the coaching and resources they need to thrive. We offer ongoing professional development opportunities and a supportive work environment where your contributions are valued and recognized. If you are a dedicated educator who is passionate about creating a culture of inclusion and respect, we invite you to join our team. Together, we can make a difference in the lives of our students and build a brighter future for our community. As a High School Special Education Teacher. You believe in creating an educational experience where students are able to see themselves reflected in the content of your class. Essential Job Functions: • Hours for this position are 7:15 am- 4:15 pm., • Meet regularly with fellow special educators, content teachers, paraprofessionals and related service providers to collaborate care for students and to provide coaching and support, • Collaborate with the grade level teams to ensure students are successful within the school setting, • Ensure all students with disabilities in an inclusion and partial inclusion setting are succeeding academically and behaviorally, • Communicate the philosophy that all students, regardless of disability should be given the opportunity to succeed at the same level as their peers and should be fully expected to do so, • Provides direct services in accordance with individualized educational plans (IEPs) or established 504 Plans, • Participate in IEP meetings as needed; make specific recommendations, report progress, • Keep daily logs and track service delivery in accordance with school systems, • Maintain parent communication log, as needed, in cooperation with other school staff (i.e., phone log, e-mail, etc.)., • Collaborate with all student service providers to identify and implement student accommodations in a variety of environments., • Maintain a respectful, positive, student centered professional attitude, • Attend to assigned duties., • Write or collaborate on writing of IEPs and 504 plans for students who receive support services, • Actively participate in Team meetings, • Attend staff meetings, in-service training, parent meetings, student-centered staff meetings, • Compile individual student progress reports as required and within estimated timelines, • Review of all cumulative records of assigned students including: IEPs, evaluations, progress notes, status reports, etc., • Oversee provision of services for all students with disabilities including, but not limited, to testing accommodations, • Partner with the High School leadership team to ensure all state testing accommodations and other requirements are met for students with disabilities, • Communicating frequently with students, families, and school leaders around academic and behavioral progress, • Attending occasional after-school events Qualifications include: Experience: • Education: A bachelors degree in education or a related field is required. Masters degree preferred. • Certification: Valid Massachusetts teaching license in the appropriate subject area. * A passing score on the Communications & Literacy MTEL, as well as a MTEL in the content area(s) they teachwithin their first year of employment at Boston Prep * An SEI Endorsement (core academic and special education teachers only) as defined by DESE,within their first year of employment at Boston Prep • Candidate must possess a Moderate and/or Severe Disabilities MA teaching license Compensation: Salary range for this role is $59,406-$110,759 For more information, please visit our website at. One Mission. One Team. One School. We are Boston Prep. At Boston Preparatory School we acknowledge barriers to opportunities that exist within the job seeking market. Many potential candidates shy away from applying due to lack of confidence in their skills and imposter syndrome. As we do our part to dismantle these barriers within our own recruitment processes, we encourage candidates from all walks of life, especially those from marginalized backgrounds, to apply and make positive change within the lives of our students.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development.#indcd

Job DescriptionDescriptionBranch: Education and Training Position Title: Substitute teacher for Remote or hybrid ESOL Instructors: Beginner – Advanced levels available, YMCA International Learning Center (ILC) BostonPosition Type: substitute teacher ESOL Instructor position: all levels Substitute for Morning, afternoon, or evening ESOL classes from September 2024-June 2025 Pay includes: Hours of instruction and lesson planning + teacher meeting (for long-term subs)Teaching in-person or remotely using Zoom and Google Classroom Come and make a difference in people’s lives! The YMCA ILC Boston has been helping immigrants learn English and develop employment skills to improve their lives for over 24 years. Requirements: · Bachelor’s Degree required; Education background preferred · TESOL, TEFL, TESL certificate preferred · Proficient in Microsoft Office Suite, Google Suite, and Zoom · Eligible to live and work in the US · Sensitive to socio-economic and ethnic minority issues · Strong communication skills, inter-personal skills, and classroom management skills · Able to participate in paid Professional Development · Able to work independently and as part of a team · Comfortable learning and using web-based file storage i.e., Google Docs, SharePoint, etc. · Eager to contribute to a collaborative working environment · Bilingual a plus Key Responsibilities Description of Position: · Substitute for our General English Classes to adults of diverse linguistic, cultural, religious, socio-economic and educational backgrounds · Incorporate adult learner goals into coursework for a student-centered and goal oriented ESOL class · Develop lesson plans and deliver engaging and contextualized lessons which integrate academic and employment skills utilizing the Massachusetts English Language Proficiency Standards (ELPS) · Provide a safe and inclusive classroom environment that fosters students’ language production. · Select and adapt materials, educational apps, and web resources for Google Classroom and Zoom. · Present clear content and language objectives to students for each class. · Incorporate digital literacy skills into class content and coursework. · Collaborate with Education and Career Advisor to ensure that all students are progressing with their personal, education, and career goals. · Work collaboratively with peers on curriculum review, common planning and program improvement · Communicate classroom/student issues to Program Director in a timely manner Description of Administration: · Keep accurate and timely attendance records · Attending teacher meetings (for long-term subs)· Document weekly lesson plans in Google drive.

Job Description Infant/Toddler Educator (Full-Time / Non-Exempt) Organization: Inquilinos Boricuas en Acción, Inc. Location: Boston, MA FLSA Classification: Non - Exempt Supervisor: Early Education Program Director ORGANIZATION DESCRIPTION: IBA empowers individuals and families to improve their lives and achieve socio-economic mobility through high-quality affordable housing, education, financial and resident empowerment and arts programs This position is for you if you: • Want to be part of a mission-driven organization serving the evolving needs of Boston's Puerto Rican and Latino-identified community., • Have experience working with infant and toddlers., • Are Spanish / English bilingual, • Are customer serviced oriented, • Like working collaboratively to achieve excellence, • Greet children and parent / guardians in a professional and enthusiastic manner each day., • Guide babies and toddlers through educational / development bilingual curriculum, • Display a patient and calm personality coupled with a loving approach with every child, • Contribute positively to the behavior and social interaction of the children, • Conduct meetings with parents and build secure relationships with the children, • Promote and foster each child's positive self-esteem and individual development to achieve their fullest potential of physical, social, emotional, and cognitive growth., • Maintain a happy sanitary and relaxed atmosphere by following daily procedures and routines., • Prepare and execute nap time routine creating a relaxing environment for the infants and toddlers., • Maintain written documentation of each child's daily activities to include but not limited to diapering, feeding and sleeping habits, and forward reports to parent / guardians., • Teach children appropriate curriculum including the alphabet, numbers, colors, shapes, handwashing, and potty training., • Develop and maintain a positive and confidential relationship with the parents of every child; provide thorough communication about the program and each child's progress., • Plan, implement program bilingual curriculum, assessment and instructional models that conform to proven best practices., • Assess the needs and development of individual children to ensure health, safety, education and social development of each child in the group; assess through observation, recordkeeping, progress reports and plans., • Provide daily experiences and activities that stimulate physical, social, emotional and cognitive growth and develop language and literacy skills using developmentally appropriate practices and curriculum based on each child's developmental progress and needs., • Promote positive self-esteem and attitude for learning., • Follow daily routines that help children keep themselves and others healthy and safe i.e. hand washing, toileting, brushing teeth and other classroom management techniques., • Schedules and conducts formal, individual parent-teacher conferences at least 3 times a year, • Maintain progress reports, • Work with the Program Director to obtain the needed services for families and children, • Comply with and consistently follow the National Assoc for the Education of Young Children (NAEYC) and the Dept of Education Guidelines and Standards for Education and practice., • Use the Early Childhood Education Rating Scales (ECERS) for monitoring quality and evaluating programming., • Maintain and oversee all compliance regulatory data for operational and accreditation, • Ensure all children in the program leave safely and child care area remains in order, • Participate in IBA's annual events, • Minimum Bachelor's degree in Education, Early Childhood Development or related field preferred, • 3 years of experience working in early childhood education, • Certifications in hand or ability to obtain Teacher Certification from MA Dept of EEC, • Bilingual Spanish / English preferred; excellent written and verbal communication skills, • Knowledge of different curriculum approaches, Teaching Strategies Gold, preferred, • Able to pass EEC Background Record Check, • Certified in First Aid and CPR for children, • Highly positive and enthusiastic style, capable of motivating children, • Open to professional development, • Computer literate, • Motivated to learn and work in collaboration with others to achieve excellence IBA is proud to offer very competitive starting pay range of $45,000-$50,960 (annualized equivalent), commensurate with experience, and a robust benefit plan that includes an 80/20 premium cost share for comprehensive health, dental and vision insurance; a generous HRA provided by the company $9,450 or $18,900 based on single and family coverage) and other built in supports that significantly reduces or eliminates out of pocket medical expenses. We offer a 403b plan with annual employer contribution, generous paid time off. Work Culture: IBA is located in Boston's historic South End in the multiculturally rich community of Villa Victoria. We value teamwork and collaboration, believe in developing leaders and foster a culture of excellence. Our commitment to inclusion, equity, empowerment and community building is inherent in IBA's mission, imbedded in our values and demonstrated in the ways we work together to achieve mission impact and outcome goal. To submit an application, please use this link: ibaboston.isolvedhire.com As an EOE/AA employer, IBA will not discriminate in its employment practices due to an applicant's race, color, religion, sex, national origin, sexual orientation, gender identification, veteran, or disability status.

Job DescriptionSpeech-Language Pathologist (SLP) | School-Based | Somerville, MA | $50–$60/hr Join a team that helps students thrive! Boothby Therapy Services is seeking a full-time Speech-Language Pathologist (SLP) for a school-based role in Somerville, Massachusetts. Whether you're an experienced clinician or a recent graduate (CF welcome!), you'll have the opportunity to make a meaningful impact while working in a supportive, collaborative environment that values professional growth and work-life balance. Why You'll Love Working With Boothby Therapy Services * Competitive Pay: $50–$60/hour * Comprehensive Benefits: Medical, dental, vision, 401(k), and paid time off (PTO) * Professional Growth: Free company-sponsored CEUs, continuing education funds, license & certification reimbursement * Supportive Environment: Dedicated Service Delivery Manager and a collaborative team culture * Flexible Schedules and Relocation Assistance available Qualifications * Master's degree in Speech-Language Pathology * Certificate of Clinical Competence (CCC-SLP) or CF eligibility * Massachusetts SLP License (or eligibility to obtain) * DESE Educator License (Specialist Teacher: Speech, Language & Hearing Disorders, or eligibility to obtain) About Boothby Therapy Services Boothby Therapy Services is a values-driven organization dedicated to excellence, honesty, and kindness. We partner with schools across New England to help students succeed and support the professionals who make that possible. If you're ready to make a difference as part of a caring, forward-thinking team, apply today! #bts_hp Background checks will be conducted on all final candidates.

Job DescriptionSalary: $20 hourly Job Title: Program Associate (Part Time) Program Type: ACE Academy Type: Part Time (12.5 hours per week) Reports To:Site Leader How to Apply: OVERVIEW OF TENACITY Founded in 1999, Tenacitys mission is to improve the scholastic, character, and physical development of urban youth through a combination of academic instruction and tennis instruction/competition with a focus on life skills. The Ace Academy is an intensive three-year program consisting of academic enrichment, homework help, study/life skills development, and tennis/fitness programming. Working in partnership with the Boston Public Schools, Ace Academy currently delivers an intensive three-year experience for middle school students at our partner schools. The Ace Academy offers an Extended Learning Time model or embedded school day model (based on the partner school site) which integrates academic-based programming and supervised tennis and fitness activities in a structured, supportive environment. The activities focus not only on building academic and tennis skills but promoting resilience and 21st-century skills among young people facing challenges on the path to adulthood. Academic support is guided by Ace Site Leaders, who work closely with the teachers at the partner schools to help identify the needs and strengths of each of the students. Ace Academy offers an academic curriculum closely aligned with state and city English Language Arts frameworks and aims to support Tenacity students with academic success. Each Ace Academy student makes a three-year commitment to attend the program three or four afternoons per week for the school year, each of their sixth, seventh, and eighth grade school years. RESPONSIBILITIES FOR PART TIME PROGRAM ASSOCIATE As part of a Tenacity site-based team, support all aspects of the Ace Academy at a particular Boston Public School site. Responsibilities include: • Recruitment and enrollment of middle school-aged students for the Ace Academy., • Under the leadership of the Site Leader, support a high rate of student retention and site attendance through the offering of consistent and engaging programming., • Engage students in all aspects of Tenacity Ace programming., • Based on the assigned site, serve as a bus chaperone for student transportation from programming., • Participate in regular team meetings focused on quality execution of lesson plans and preparation of materials or equipment., • Support site behavior management structures and individualized student support., • Participation in the planning and facilitation of Tenacity activities at the assigned site, including ceremonies, field trips, and other activities, which will involve some evenings and/or weekends., • Participate in the maintenance of student enrollment and engagement records in the Tenacity data management system., • As needed, meet with middle school teachers to support the Literacy Lead in better understanding the work students do in their other classes., • Support Family Engagement, under the leadership of the Family Engagement Lead, by reaching out to families and working on family engagement strategy., • As needed, push-in to classrooms during the school day that have high concentrations of Tenacity students., • Meet with teachers of classes that do Tenacity push-ins to identify how best to support Tenacity students in those classes., • During the summer, assist with the Summer Tennis, Reading and Pickleball program., • Attend all Tenacity-wide team meetings and events., • Support caregiver/family participation in Tenacity and school activities, including open houses, parent/teacher conferences, events, performances, etc., • Support the families of 8th graders in the high school selection process and connect families with the College and Career Prep team working with Tenacitys high school students., • Under the leadership of the Literacy Lead, support academic programming by leading small groups of students., • Under the leadership of the Rackets and Fitness Lead, support rackets programming by leading station activities. QUALIFICATIONS & EXPERIENCES: • Bachelors degree a plus, majors in education, social work, human development, or similar fields preferred., • An ability to model a Growth Mindset for students, other staff, and oneself., • Experience working with middle school students, ideally in a capacity that targeted socio-emotional growth., • Strong interpersonal, team development, organizational, and verbal/written communication skills., • Experience effectively engaging with parents, students, teachers, and principals., • Passion for improving the quality of education for children living in low-income, urban communities., • Proficiency in Microsoft product suites., • Some tennis experience a plus, • Drivers license desired. Roles are being filled for the following schedules: • 1:30 PM-4 PM, M-F (2 roles), • 2:00 PM-4:30 PM, M-F (2 roles) We are an equal opportunity employer and do not discriminate based on race, religion, gender, age, sexuality, gender identification, or physical ability.

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job Description ORGANIZATION DESCRIPTION: IBA empowers individuals and families to improve their lives and achieve socio-economic mobility through high-quality affordable housing, education, financial and resident empowerment and arts programs. JOB SUMMARY: The Early Education Director is responsible for overseeing the daily management and operations of the program ensuring program objectives are met, guide the overall direction of the program and our mission fully integrated. As part of Boston's UPK (Universal Pre-K) the PS Program Director will focus on program administration, credential compliance, monitoring and managing administrative aspects of the program that includes supervising teachers, meeting regulatory requirements, accreditation, budget, contingency changes, and the commercial kitchen achieving goals and budgetary compliance. Reports to Chief Program Officer ESSENTIAL FUNCTIONS AND RESPONSIBILITIES: Program Management and Child Development * Provides direct management and oversight of the program, and coordination of schedules. * Develops and implements guidelines and policies to ensure compliance with funding, government regulations, grants, and alignment with the organization's mission. * Monitors documentation and evaluation according to Department of Early Education and Care (EEC) and National Association for the Education of Young Children (NAEYC) standards, and manages licensing. * Manages the waiting list and enrollment process. * Prepares necessary management reports as required by Finance and other stakeholders. * Ensures daily experiences and activities that stimulate physical, social, emotional, and cognitive growth, and develop language and literacy skills through developmentally * Oversees classroom spaces. * Oversees internal commercial kitchen operations including managing the weekly food menu. * Oversees Development, plans, and implements a dual-language program curriculum, assessment, and instructional models that conform to proven best practices. * Accesses, documents, and monitors the developmental needs of individual children regularly, ensuring health, safety, education, and social development. * Ensures that there is daily experiences and activities that stimulate physical, social, emotional, and cognitive growth, and develop language and literacy skills through developmentally appropriate practices and curriculum. Staff Development and Supervision * Supports and advances program staff in meeting their professional development and program goals by identifying courses and training opportunities for educators. * Maintains a commitment to professionalism as established by the NAEYC. * Maintains a system for addressing concerns as outlined in the IBA policy and procedures manual. Recordkeeping and Data Reporting * Maintains records and data on each child's progress and development. * Prepares written reports prior to parent conferences and provides copies for the child's permanent records. * Oversees accurate data entry for program and client information into Salesforce, EEC waiting list, UPK, and other databases. Family and Community Engagement * Establishes high standards of customer service and fosters positive, productive relationships with families and other agencies to support the program. Schedules and conducts formal individual parent-teacher conferences at least three times per year. * Communicates regularly with parents and family members to build mutual understanding, consistency for children, and facilitate information sharing. Other Administrative Tasks * Participates fully in the organization's annual events, including Three Kings Day, Membership Drive, Board Election, Festival Betances, and other community-related activities. * Participates in additional duties as directed and required. QUALIFICATIONS: • Able to successfully pass full EEC Cori background check., • Bachelor's Degree in Early Education or related field, Masters degree preferred including 21 college credits in Child Development or early childhood education and at least 3 college credits in one of these areas of specialization: staff supervision, curriculum design ("Teaching Strategies Gold", preferred), child assessment, and mentoring and coaching, program evaluation., • Five years minimum of experience teaching in early childhood education., • EEC Director II Certification., • Bilingual, Spanish-English required., • Three years minimum Supervisory experience required., • Experience in partnership management and development., • Excellent communication and presentation skills for various audiences and levels internally and externally including parents and community., • Strong administrative, organizational skills and attention to details., • Ability to work autonomously and in a team setting., • Effective at working with others to reach common goals and objectives., • Conveys complex ideas through brief, simple materials., • Experience with program evaluation, data collection and analysis., • High degree of computer literacy experience and competencies using technology i.e. Microsoft Office products (word, excel, powerpoint), Outlook, video meeting platforms i.e. Zoom and data base software applications i.e. Salesforce.com is required., • Good character, mature judgment and a strong sense of responsibility and dedication., • Highly positive and enthusiastic style; capable of motivating others., • Strong project management skills, able to successfully lead complex projects and deliver results on time. Compensation and Benefits IBA is proud to offer very competitive $110,000-$120,000 salary, commensurate with experience, and a robust benefit plan that includes an 80/20 premium cost share for comprehensive health, dental and vision insurance; a generous HRA provided by the company ($9,200 or $18,400 based on single and family coverage) and other built in supports that significantly reduces or eliminates out of pocket medical expenses. We offer a 403b plan with annual employer contribution, and generous paid time off and free parking (limited availability). Workplace Culture IBA is located in Boston's historic South End in an ethnic and culturally rich Latin and broadly diverse IBIPOC community. IBA management and staff represent the community. The majority of staff are BIPOC and Spanish bilingual. Our commitment to inclusion, equity and empowerment is inherent in IBA's mission, imbedded in our values and demonstrated in the ways we work together to achieve mission impact and outcome goals. If you would like to join us here is how to apply: To submit an application, please use this link:

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Key Responsibilities This employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development.#indcd

Job DescriptionDescriptionUnder the supervision of the Site Director/Program Administrator, the Group Educator plans and implements classroom curriculum, provides homework assistance, communicates information to families, and maintains a safe, healthy, warm, engaging, and attractive environment. The Group Educator will serve as a liaison between the school day teacher and parent to support the academic and social emotional success of the students in their classroom. Age-appropriate activities should provide for growth in cognitive skills, self-awareness, peer relationships, and character development. The educator conducts him/herself in a caring, responsible, honest, and respectful manner and is a role model for colleagues, as well as for program participants and families. In addition, he/she ensures focus on programming that promotes healthy living, social responsibility, and youth development with the ultimate goal to position the YMCA of Greater Boston to be the child care program of choice for families and school districts, providing the best in outcomes, staff and level of innovation. Requirements: • Keeps safety of children as first priority; emphasizes personal safety and emotional well-being with the children, parents, and early education staff., • Ensures 100% compliance with COVID 19 policies – children in masks at all times, constant handwashing, social distancing., • Uses positive and constructive methods of child guidance, while ensuring that all staff does the same., • Adheres to the rules, regulations and procedures set forth by the YMCA of Greater Boston, the branch location, and the Department of Early Education and Care, as applicable., • Ensures supervision of children and management of smooth transitions to promote safety and appropriate behavior., • Works with the Site Director in the design of the program space and maintain facility and supplies at all times., • Assists the Site Director with relevant assessments on a variety of levels throughout the year by means of progress reports, parent surveys, and program self-assessment., • Provides children with a well-balanced curriculum of specific, planned learning experiences that support their social, emotional, physical, cognitive, and language development. Key ResponsibilitiesThis employee ensures: • Group/Program curricula that provide growth in cognitive skills, self-awareness, group relationships, and character development., • Ensures adherence to EEC licensing standards, and perpetuates an inclusive culture., • Communicates information to parents., • Maintains a program environment that is safe, healthy, and engaging., • A developmentally sound program for children which provides positive channels to grow, learn and develop to their full potential., • A program which meets community needs in a manner consistent with the YMCA mission., • Practices and follows all COVID-19 Policies., • Completes daily screening prior to entering work each day., • Wears a mask at all times, • Abides by Social Distancing recommendations, • Completes all PPE and Safety trainings prior to first day of work

Job DescriptionDescriptionThe Teacher is responsible for the care and education of a group of children as part of a teaching team. The Teacher plans and implements the Education Component objectives of the Performance Standards. The Teacher is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community. This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Essential DutiesTeaching Practices • Provide infants and toddlers with joyful, nurturing, safe, healthy, individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency., • Provide a balance between individual and small group activities designed to enhance children's development and learning as they practice existing skills and develop emerging ones., • Provide a balance of open ended exploration, teacher directed activities, structured activities and sensory-based play activities to foster children's curiosity, engagement, reasoning and problem solving., • Provide care such as diapering, toileting, feeding, dressing and hygiene in a relaxed and individualized manner to foster children's emotional development and help them gain independence and autonomy in completing these tasks., • Ensure the integration of the educational aspects of the various Head Start components by developing opportunities and activities for children to learn about health, safety, nutrition, dental health and families., • Develop activities and strategies for involving parents in the educational aspects of the program in order to improve their understanding of child development specifically as it relates to infants and toddlers and facilitate their role as the principal influence in their child's education and development., • Possesses necessary computer skills and working knowledge of Microsoft Office applications. Ability to use other database systems as required for data collection., • Behave in a professional manner., • Exhibit good interpersonal skills; work cooperatively as a member of a teaching team, with other program staff and parents., • Possess bilingual ability where appropriate., • Demonstrate a knowledge of and sensitivity to the educational and socioeconomic needs of the children and families served in Early Head Start., • Possess the ability to work with a culturally diverse low-income population.Observation, Planning and Documentation, • Ensures individualized and quality educational programming by participating in:, • The screening and educational assessment of children., • The use of diagnostic evaluations to develop long and short term goals for each child., • The development and implementation of developmentally appropriate lesson plans and individualized activities., • The implementation of written IFSP goals (Individualized Family Service Plan) for all children with special needs., • Daily observations of children., • Record keeping activities (e.g. completion of daily care sheets, keeping records of daily observations of children and of communication with parents)., • Team meetings., • A minimum of two home visits per family per year., • A minimum of four Parent/Teacher conferences per year., • Periodic field trips.Professionalism, • Promotes the mission of ABCD Head Start & Children's Services. Builds an understanding of the program by communicating this mission to staff, families and the community., • Engages in ongoing staff development to expand professional skills., • Maintains professional boundaries in relationships with staff and families., • Maintains confidentiality of child and family information at all times.Additional duties & tasks, • Attends meetings as necessary., • Maintains the EEC requirements including staff to child ratios, classroom supervision, etc., • Performs any other related duties or responsibilities contained in this job description, otherwise assigned or as required by state or federal laws., • Lift, carry, move and place infant and toddler age children onto or into classroom equipment (e.g. changing tables, cribs, strollers and buggies)., • Move infant and toddler age children in strollers, buggies and other equipment., • Remain alert during naptime supervision., • Supervise and monitor children both by sight and sound at all times., • Respond to children in the case of an emergency in order to ensure safety, such as the capability to react quickly and chase after a child if he or she runs towards danger or tries to leave the classroom., • Attend to the needs of children with disabilities, including physically challenged children. Teacher 2 ($28.62/hr): Associate’s degree with training or equivalent coursework in early childhood development with a focus on infant and toddler development and experience teaching infant toddler age children. EEC Infant Toddler Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Teacher 3 (35.20/hr): Bachelor's degree with training or equivalent coursework in early childhood development with a focus on infant and toddler development and experience teaching infant toddler age children. EEC Infant Toddler Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Teacher 4 ($39.61/hr): Master’s degree with training or equivalent coursework in early childhood development with a focus on infant and toddler development and experience teaching infant toddler age children. EEC Infant Toddler Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred.

Job DescriptionDescriptionThe Teacher is responsible for the care and education of a group of children as part of a teaching team. The Teacher plans and implements the Education Component objectives of the Performance Standards. This position is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community. This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc. Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 §§ 51A – 51G. Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality. Key ResponsibilitiesTeaching Practices • Provide pre-school children with a joyful, nurturing, safe, healthy individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency., • Provide a balance between child-initiated and teacher-led activities., • Provide a balance between quiet and active learning activities., • Help children gain independence and autonomy in eating, toileting, dressing and hygiene through age appropriate and manageable tasks for children to practice and achieve competence., • Provide technical assistance and supervision to Teacher Assistants and classroom volunteers to facilitate the implementation of developmentally appropriate learning activities., • Ensure the integration of the educational aspects of the various Head Start components by developing opportunities and activities for children to learn about health, safety, nutrition, dental health, and families., • Develop activities and strategies to engage parents in the educational aspect of the program in order to improve their understanding of child development and facilitate their role as the principal influence in their child's education and development.Observation, Planning and Documentation, • Ensure individualized and quality educational programming by participating in:, • The screening and educational assessment of children., • The use of diagnostic evaluations to develop long- and short-term goals for each child., • The development and implementation of developmentally-appropriate lesson plans and individualized activities., • The development and implementation of written Individual Education Plans (IEP's) for children with special needs., • Daily observations of children., • Record keeping activities (e.g., keeping records of daily observations of children and of communication with parents)., • Team meetings., • A minimum of two home visits per family per year., • A minimum of three Parent/Teacher conferences per year., • Periodic field trips., • Serve as a mentor for teacher assistants enrolled in professional training.Additional Duties & Tasks, • Attend meetings as necessary., • Maintain the EEC requirements including staff to child ratios, classroom supervision, etc., • Perform any other related duties or responsibilities contained in this job description, otherwise assigned or as required by state or federal laws., • Report to the Program Director for all matters relating to terms of employment and center operations., • Possess necessary computer skills and working knowledge of Microsoft Office applications., • Ability to use other database systems as required for data collection., • Behave in a professional manner., • Exhibit good interpersonal skills; works cooperatively as a member of a teaching team, with other program staff and parents., • Possess bilingual ability where appropriate., • Demonstrate a knowledge of and sensitivity to the educational and socioeconomic needs of the children and families served in Head Start., • Possess the ability to work with a culturally diverse low-income population.Professionalism, • Promotes the mission of ABCD Head Start & Children's Services. Builds an understanding of the program by communicating this mission to staff, families and the community., • Engages in ongoing staff development to expand professional skills., • Maintains professional boundaries in relationships with staff and families., • Maintains confidentiality of child and family information at all times.Physical Environmental Demands & Conditions, • Lift and move pre-school age children., • Remain alert during naptime supervision., • Supervise and monitor children both by sight and sound at all times., • Respond to children in the case of an emergency in order to ensure safety, such as the capability to react quickly and chase after a child if he or she runs toward danger or tries to leave the classroom., • Attend to the needs of children with disabilities, including physically challenged children., • Lift and move equipment and furniture as necessary to facilitate the execution of classroom activities.EDUCATION & EXPERIENCE:Teacher I ($24.69/hr): Associates degree in early childhood education or Associates degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children required. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Teacher II ($30.36/hr): Bachelor's degree in early childhood education or Bachelor’s degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred. Teacher III ($34.17/hr): Master’s degree in early childhood education or Master’s degree and coursework equivalent to a major relating to early childhood education with experience teaching preschool age children. EEC Preschool Teacher certified preferred. Bilingual in a language spoken by families served by ABCD preferred.The Teacher must have the capability to engage in the physical activities incident to the job, including without limitation, the capability to:

Job Description Godine Early Learning in Newton, MA, seeks to hire a passionate and experienced Certified Infant /Toddler Assistant Teacher to become a vital part of our professional team of educators. This role offers you the opportunity to join our mission driven team of professional educators within our highly reputable Godine ELC and become a vital part of JCC Greater Boston's respected and valued community of diverse services providers. This is a great opportunity for you to work with children of all backgrounds, with a focus on providing a positive, nurturing environment that fosters learning and growth. Our ideal candidate is an experienced, dedicated educator with a passion for helping students achieve their full potential with a kind and compassionate approach to their work and in their partnerships with their colleagues. As a valued Certified Infant/Toddler Assistant Teacher you will be instrumental in shaping the educational journeys and social-emotional growth of our students. While engaging with young children facilitating a loving and supportive atmosphere, you'll collaborate with a dedicated team of enthusiastic educators, and develop captivating and age-appropriate lesson plans that ignite curiosity and inspire our young learners. JCC Greater Boston is deeply committed to valuing and celebrating the uniqueness of each constituent. We welcome staff and participants from diverse backgrounds. While being proudly Jewish, we strive in every way to provide an open and welcoming setting for all, irrespective of personal practices, beliefs, or background. We are guided by JCC Greater Boston’s core values - Belonging, Joyfulness, Collaboration, and Transformation - which resonate with many who do not identify as Jewish. This is a full-time, salaried Certified Infant/Toddler Assistant Teacher position. Offering a competitive starting salary of $43,000-$44,625 annually. The salary offered will ultimately be determined by the scope of the position, the candidate’s relevant qualifications and experience, and internal equity. JCC Greater Boston also has openings for part-time Teachers with multiple shift options working with a variety of age groups (infants, toddlers, preschool) or floater positions, please contact us to explore those options. Primary Responsibilities include, and are not limited to: Aligned with JCC's core values, collegially collaborate regularly with co-teacher(s), colleagues and director to develop a high quality program around a base of observations which support the intellectual, social/emotional, moral and physical development of each child. • Work with Lead Teacher to implement developmentally appropriate early childhood curriculum, • Communicate and document children’s interactions and experiences aligned with best practice and policy, • Collaborate with Co-Teachers to assess the developmental stages of children and assist with maintaining records, including writing children’s progress reports using COR Advantage; observe and produce play-based assessments and clear effective written evaluations using COR Advantage, • Use best practices incorporating Mass EEC, and the JCC SHEVA frameworks and curriculum guidelines; adhere to all EEC regulations as well as NAEYC guidelines, • Maintains an aesthetically pleasing, organized, vibrant classroom environment that promotes health, safety, and positive age appropriate developmental experiences for each child, • Effectively and consistently set limits using positive language and providing emotional safety for each child; maintain excellent classroom management, • Work with and incorporate suggestions from the regular support of our Child Development Specialist, • Assist with documenting learning as an instructional/curriculum tool through portfolio, observational checklist, play-based assessment, digital photography/iPad, journals, or other methods as determined by your center director, • Help each child develop a positive self-image and respect each child’s right to be an individual, • Facilitate each child’s physical, social, emotional and intellectual growth and development; fostering the effective development of the verbalization of feelings and emotions, • Encourage each child’s independence leading to a sense of competency, • Aid parents and children in the transition and adjustment to school, • Provide excellent communication to effectively inform parents about developmental stages of young children and developmentally appropriate curriculum; provide supportive and informative communication daily with parents of each child and maintain classroom newsletters, • Maintaining on-going communication with parents about the administration of classroom activities and activities., • Participate in scheduled parent conferences throughout the year, • Actively create a welcoming dynamic environment where each individual is valued and respected, • Support JCC Greater Boston’s mission, vision, and values including through personal role modeling, • Attend JCC meetings and actively participate in the department's goals and initiatives Education and Experience: This position requires EEC Certification or must be eligible for and willing to become certified immediately, in addition to a minimum of a High School Diploma or equivalent and one year of supervised relevant work experience. An A.A. in Early Childhood Education or related field (i.e. elementary education, social work, psychology) is preferred, but not required. An equivalent combination of education and experience may be substituted at the JCC’s discretion to meet minimum criteria. Skills & Abilities: • Computer literate; must have working knowledge of MS Office Suite applications and Outlook email., • Displays a commitment to best practices relating to fostering the development of a child’s self-image as a competent and capable learner., • Displays a commitment to being welcoming and warm toward children and must enjoy working with young children and their families., • Must be able to multi-task and juggle competing priorities while keeping child safety at the forefront at all times., • Must be committed to continuing professional development, • Requires daily outside playground duties in weather elements., • Must have the ability to stand and walk for long periods of time, climb stairs or hill to outside space for a variety of activities., • Must be able to climb stairs with children between floors or in an emergency., • Ability to continually bend, kneel and reach., • Must be able to lift and carry young children, up to 20-30 pounds, on a regular basis. About JCC Greater Boston Since opening its doors in 1983, JCC Greater Boston has been committed to its mission of creating a vibrant, inclusive, and diverse community by nurturing meaningful and lasting relationships. Through our network of early learning centers, day camps, regional teen and family programs, health and wellness offerings, and adult arts and ideas classes, JCC Greater Boston provides highly valued connections, learning, and experiences for the Jewish community and friends. JCC Greater Boston staff enjoy working in an innovative, friendly, and welcoming environment where their talents and contributions are appreciated. In our recent employee survey, staff gave a rating of close to 90% positive for their experiences in direct management and organizational alignment. If you are interested in upgrading your working experience and/or having a better work-life balance, we encourage you to explore becoming part of the JCC team! The JCC is deeply committed to valuing and celebrating the uniqueness of each constituent. We welcome staff and participants from diverse backgrounds. While being proudly Jewish, we strive in every way to provide an open and welcoming setting for all, irrespective of personal practices, beliefs, or background. We are guided by JCC Greater Boston's core values: Belonging, Joyfulness, Collaboration, and Transformation, which we hope resonate with all. To learn more about what makes JCC Greater Boston a wonderful place to work, please visit our careers page at JCC Greater Boston is an equal opportunity employer and does not discriminate against any individual or group on the basis of gender, sexual orientation, gender identity or expression, age, race, color, religion, national origin, ancestry, veteran status, marital status, pregnancy, genetic information, or disability. In a continuing effort to maintain and enrich a diverse environment, we actively encourage applications from women and members of underrepresented groups. Benefits In addition to a rewarding career building futures and shaping lives within our mission driven and values driven and family centric environment, JCC Greater Boston proudly offers full-time employees a comprehensive and competitive benefits package that includes: • Competitive cost-sharing Health and Dental Insurance, • JCC Sponsored/Paid Health Reimbursement Account, • JCC Sponsored/Paid Group Life Insurance and LTD Coverage, • Flexible Spending Account (FSA) Tax benefit, • 403(b) retirement plan enrollment, • Voluntary Supplemental Vision Insurance, • Additional Voluntary Supplemental Life/ADD coverage for you and your family, • Use of the Fitness Center at Leventhal-Sidman, • Discounted child care at JCCGB Early Learning Centers and after-school program A Great Place to Work! JCC Greater Boston is consciously evolving as a great place to work! In our recent 2023 employee engagement survey, at least 88% of our staff gave us top ratings on: • Supportive colleagues, • Team camaraderie, • How their managers treat them., • Individual autonomy, • Knowing what their work contributes to and how it impacts others, • Pride in working for the JCC, • Program and service quality